Identidade, desenvolvimento profissional e a aprendizagem docente:um olhar a partir do pibid pedagogia

• Autor(a) principal: Abílio de Sousa Ferreira, Joseane
• Data de Publicação: 2020
• Outros Autores: Iure Coutre Gurgel, Soraya Nunes dos Santos Pereira
• Tipo de documento: Artigo
• Idioma: por
• Título da fonte: Devir Educação
• Texto Completo: https://devireducacao.ded.ufla.br/index.php/DEVIR/article/view/309
• topic: Identidade; Desenvolvimento Profissional Docente; Ensino-aprendizagem; PIBID.

ABSTRACT: Teacher professional Development is an educational category which, recently, has gained visibility in educational research. Being the object of teacher education learning discussed in this work, based on experiences and learning built during the operationalization of the PIBID subproject Pedagogy (program for scholarships for beginner teachers, in Brazil), at Patu Advanced University Campus - CAP/UERN, located in Brazilian state called Rio Grande do Norte. This work aims to discuss practices and knowledge mobilized through the experiences in the execution of the mentioned subproject first, and that contributed to the improvement of the teaching 1 Doutora.UERN/Patu-RN-Brasil [e-mail] 2 Mestre. UERN/Patu-RN-Brasil [e-mail] 3 Mestre. UERN/Patu-RN-Brasil [e-mail]   work in this context. For the realization of this research, we got deepen, theoretically, into the subject according the studies of: Brasil (2010), Gatti (2013), Marcelo Garcia (1999), Nóvoa (2009), among other ones what also discuss the subject under analysis. The methodology used here is characterized by the qualitative approach, from a bibliographic and documentary study, as well as a semi-structured interview was used to analyze the data obtained. The results show that the educational grandeur which PIBID played for both the undergraduate and the interviewed teachers, who in this case were the supervising teachers participating in that program. Keywords: Teacher professional Development; Teaching-Learning; PIBID program.