Formação continuada e o PIBID: uma análise à luz do ciclo de políticas dos/as professores/as supervisores/as da educação básica do subprojeto de Educação Física da Universidade Federal do Maranhão

Detalhes bibliográficos
Autor(a) principal: SANTOS, Antonio Higor Gusmão dos
Data de Publicação: 2023
Tipo de documento: Dissertação
Idioma: por
Título da fonte: Biblioteca Digital de Teses e Dissertações da UFMA
Texto Completo: https://tedebc.ufma.br/jspui/handle/tede/tede/4577
Resumo: The dissertation is linked to the research group “Policies, Educational Management and Human Formation” and the line “History, Educational Policies and Human Formation” of the Graduate Program in Education (PPGE) of the Federal University of Maranhão (UFMA). Its theme is the Educational Policy for Teacher Training, especially the Institutional Scholarship Program for Initiation to Teaching (PIBID) and the Continuing Training of Basic Education Teachers. The PIBID began in 2007 and although the program focuses on the initiation to teaching and initial training, this research has the general objective of analyzing the actions developed within the scope of the Physical Education subproject/PIBID/UFMA if have contributed as a continuing education for supervisor teachers of basic education, and as specific objectives: a) Understand the policies of initial and continuing education for the training of teachers of basic education; b) Analyze the official documents of PIBID and the institutional project of UFMA, in order to recognize in the context of the influence and production of the text actions of the program as a space for continuing education; and c) To analyze how the actions developed in the context of the practice by the Physical Education/PIBID/UFMA subproject made possible a continuous formation of the supervisors teachers. We use a qualitative approach in a descriptive and analytical way, using official documents such as laws, decrees, public notices, ordinances, projects and reports that deal with the national policy of Teacher Training, giving priority to those of Continuing Education, on the PIBID in scope nationally and in the context of UFMA and its Physical Education subproject. In addition, questionnaires and semi- structured interviews were carried out with the five supervisors. As an epistemological focus, we chose to work with the Policy Cycle based on authors such as Ball (2011) and Mainardes (2006, 2011, 2013), to understand the influences of groups in the constitution of PIBID, to understand the consents on the production of the text of this program and how it acted in the context of the Physical Education subproject at UFMA. Our discussions were discussed with authors such as Bourdieu (2004, 2014, 2017), Imbernón (2011), Santos E. (2014) and Tardif (2014). The analyzes showed that laws and programs are changing as a result of changes in governments, groups of politicians who exert pressure, people linked to economic sectors and social groups that influence policy since its conception, in the production of its text, even in the context of their practice. We found that there are elements in the laws that regulate Teacher Training, which enable an articulation between initial and continuing training. However, in PIBID, this articulation was not thought of at the national level, but in the local context of UFMA and the Physical Education Subproject, we found that there were actions that contributed to the Continuing Education of supervisors, through collaborative training, studies that enabled the reflection of their practice among other actions. Therefore, it is up to the PIBID to rethink how to create opportunities for these trainings not to happen only in a specific subproject, but that in all of them there can be this Continuing Training for the teachers of basic education who act as supervisors of the PIBID.
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spelling BIANCHINI, Ângelo Rodrigohttp://lattes.cnpq.br/3543855549540163BIANCHINI, Ângelo Rodrigohttp://lattes.cnpq.br/3543855549540163VIANA, Raimundo Nonato Assunçãohttp://lattes.cnpq.br/2070306377562824CARDOZO, Maria José Pires Barroshttp://lattes.cnpq.br/8700709425629023http://lattes.cnpq.br/1120349015160898SANTOS, Antonio Higor Gusmão dos2023-03-08T18:14:06Z2023-01-19SANTOS, Antonio Higor Gusmão dos. Formação continuada e o PIBID: uma análise à luz do ciclo de políticas dos/as professores/as supervisores/as da educação básica do subprojeto de Educação Física da Universidade Federal do Maranhão. 2023. 180 f. Dissertação (Programa de Pós-Graduação em Educação/CCSO) - Universidade Federal do Maranhão, São Luís, 2023.https://tedebc.ufma.br/jspui/handle/tede/tede/4577The dissertation is linked to the research group “Policies, Educational Management and Human Formation” and the line “History, Educational Policies and Human Formation” of the Graduate Program in Education (PPGE) of the Federal University of Maranhão (UFMA). Its theme is the Educational Policy for Teacher Training, especially the Institutional Scholarship Program for Initiation to Teaching (PIBID) and the Continuing Training of Basic Education Teachers. The PIBID began in 2007 and although the program focuses on the initiation to teaching and initial training, this research has the general objective of analyzing the actions developed within the scope of the Physical Education subproject/PIBID/UFMA if have contributed as a continuing education for supervisor teachers of basic education, and as specific objectives: a) Understand the policies of initial and continuing education for the training of teachers of basic education; b) Analyze the official documents of PIBID and the institutional project of UFMA, in order to recognize in the context of the influence and production of the text actions of the program as a space for continuing education; and c) To analyze how the actions developed in the context of the practice by the Physical Education/PIBID/UFMA subproject made possible a continuous formation of the supervisors teachers. We use a qualitative approach in a descriptive and analytical way, using official documents such as laws, decrees, public notices, ordinances, projects and reports that deal with the national policy of Teacher Training, giving priority to those of Continuing Education, on the PIBID in scope nationally and in the context of UFMA and its Physical Education subproject. In addition, questionnaires and semi- structured interviews were carried out with the five supervisors. As an epistemological focus, we chose to work with the Policy Cycle based on authors such as Ball (2011) and Mainardes (2006, 2011, 2013), to understand the influences of groups in the constitution of PIBID, to understand the consents on the production of the text of this program and how it acted in the context of the Physical Education subproject at UFMA. Our discussions were discussed with authors such as Bourdieu (2004, 2014, 2017), Imbernón (2011), Santos E. (2014) and Tardif (2014). The analyzes showed that laws and programs are changing as a result of changes in governments, groups of politicians who exert pressure, people linked to economic sectors and social groups that influence policy since its conception, in the production of its text, even in the context of their practice. We found that there are elements in the laws that regulate Teacher Training, which enable an articulation between initial and continuing training. However, in PIBID, this articulation was not thought of at the national level, but in the local context of UFMA and the Physical Education Subproject, we found that there were actions that contributed to the Continuing Education of supervisors, through collaborative training, studies that enabled the reflection of their practice among other actions. Therefore, it is up to the PIBID to rethink how to create opportunities for these trainings not to happen only in a specific subproject, but that in all of them there can be this Continuing Training for the teachers of basic education who act as supervisors of the PIBID.Esta dissertação é vinculada ao grupo de pesquisa “Políticas, Gestão Educacional e Formação Humana” e à linha “História, Políticas Educacionais e Formação Humana” do Programa de Pós Graduação em Educação (PPGE) da Universidade Federal do Maranhão (UFMA). Tem como tema a Política Educacional de Formação Docente, especialmente o Programa Institucional de Bolsa de Iniciação à Docência (PIBID) e a Formação Continuada de Professores/as da Educação Básica. O PIBID teve seu início no ano de 2007, e apesar do programa centrar-se na iniciação à docência e na formação inicial, esta pesquisa buscou analisar se as ações desenvolvidas no âmbito do subprojeto de Educação Física/PIBID/UFMA têm contribuído como uma formação continuada para os/as professores/as supervisores/as da educação básica. Para tanto, foram definidos os seguintes objetivos: a) compreender as políticas de formação inicial e continuada para a formação de professores da educação básica; b) analisar os documentos oficiais do PIBID e do projeto institucional da UFMA, a fim de observar no contexto da influência e da produção do texto, ações do programa enquanto espaço de formação continuada; e c) analisar se as ações desenvolvidas no contexto da prática pelos subprojetos de Educação Física/PIBID/UFMA possibilitaram uma formação continuada dos/as professores/as supervisores/as. Utilizamos uma abordagem qualitativa, de forma descritiva e analítica, usando como fonte de dados documentos oficias como leis, decretos, editais, portarias, projetos e relatórios que versam sobre a política nacional de Formação Docente, sobre o PIBID, em âmbito nacional e no contexto da UFMA, e os subprojetos de Educação Física da UFMA. Foram aplicados questionários e entrevistas semiestruturadas para professores/as da educação básica que atuaram enquanto supervisores/as do PIBID, no período de 2012 a 2020. O enfoque epistemológico adotado foi o Ciclo de Políticas, pautado em autores/as como Ball (2011) e Mainardes (2006, 2011, 2013), como aporte para compreender o contexto das influências dos grupos na constituição do PIBID, as anuências sobre a produção do texto e as ações planejadas e desenvolvidas no subprojeto de Educação Física da UFMA, bem como em autores/as como Bourdieu (2004, 2014, 2017), Imbernón (2011), Santos E. (2014) e Tardif (2014). Os estudos apontaram que as leis e programas foram se modificando em decorrência da mudança dos governos, tendo em vista os grupos políticos de pessoas vinculadas aos setores econômicos e dos grupos sociais que influenciam na política desde sua concepção, na produção do seu texto e no contexto da sua prática. Constatamos que existem elementos nas leis que regulamentam a Formação Docente e que possibilitam uma articulação entre a formação inicial e a continuada, mas que não estão previstos nas diretrizes nacional do PIBID. No contexto local da UFMA e do Subprojeto de Educação Física, averiguamos que existiram ações que contribuíram na Formação Continuada dos/as supervisores/as, por meio de uma formação colaborativa e de estudos que possibilitaram a reflexão da sua pratica. Diante disso, cabe ao PIBID repensar como oportunizar que as formações continuadas aconteçam não apenas em um subprojeto específico, mas como uma política institucional de formação para os/as professores/as da educação básica que atuam enquanto supervisores/as do PIBID.Submitted by Jonathan Sousa de Almeida (jonathan.sousa@ufma.br) on 2023-03-08T18:14:06Z No. of bitstreams: 1 AntonioHigorGusmãodosSantos.pdf: 1317531 bytes, checksum: 99b3cc17495ae183fee7b2f46e5451b4 (MD5)Made available in DSpace on 2023-03-08T18:14:06Z (GMT). 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dc.title.por.fl_str_mv Formação continuada e o PIBID: uma análise à luz do ciclo de políticas dos/as professores/as supervisores/as da educação básica do subprojeto de Educação Física da Universidade Federal do Maranhão
dc.title.alternative.eng.fl_str_mv Continued training and PIBID: an analysis in the light of the policy cycle of the basic education teachers supervisors of the Physical Education subproject of the Federal University of Maranhão
title Formação continuada e o PIBID: uma análise à luz do ciclo de políticas dos/as professores/as supervisores/as da educação básica do subprojeto de Educação Física da Universidade Federal do Maranhão
spellingShingle Formação continuada e o PIBID: uma análise à luz do ciclo de políticas dos/as professores/as supervisores/as da educação básica do subprojeto de Educação Física da Universidade Federal do Maranhão
SANTOS, Antonio Higor Gusmão dos
PIBID;
formação Continuada;
supervisores/as;
Políticas Educacionais;
formação de professores/as.
PIBID;
continuing training;
supervisors educational Policies;
eacher Training.
Política Educacional
Educação
title_short Formação continuada e o PIBID: uma análise à luz do ciclo de políticas dos/as professores/as supervisores/as da educação básica do subprojeto de Educação Física da Universidade Federal do Maranhão
title_full Formação continuada e o PIBID: uma análise à luz do ciclo de políticas dos/as professores/as supervisores/as da educação básica do subprojeto de Educação Física da Universidade Federal do Maranhão
title_fullStr Formação continuada e o PIBID: uma análise à luz do ciclo de políticas dos/as professores/as supervisores/as da educação básica do subprojeto de Educação Física da Universidade Federal do Maranhão
title_full_unstemmed Formação continuada e o PIBID: uma análise à luz do ciclo de políticas dos/as professores/as supervisores/as da educação básica do subprojeto de Educação Física da Universidade Federal do Maranhão
title_sort Formação continuada e o PIBID: uma análise à luz do ciclo de políticas dos/as professores/as supervisores/as da educação básica do subprojeto de Educação Física da Universidade Federal do Maranhão
author SANTOS, Antonio Higor Gusmão dos
author_facet SANTOS, Antonio Higor Gusmão dos
author_role author
dc.contributor.advisor1.fl_str_mv BIANCHINI, Ângelo Rodrigo
dc.contributor.advisor1Lattes.fl_str_mv http://lattes.cnpq.br/3543855549540163
dc.contributor.referee1.fl_str_mv BIANCHINI, Ângelo Rodrigo
dc.contributor.referee1Lattes.fl_str_mv http://lattes.cnpq.br/3543855549540163
dc.contributor.referee2.fl_str_mv VIANA, Raimundo Nonato Assunção
dc.contributor.referee2Lattes.fl_str_mv http://lattes.cnpq.br/2070306377562824
dc.contributor.referee3.fl_str_mv CARDOZO, Maria José Pires Barros
dc.contributor.referee3Lattes.fl_str_mv http://lattes.cnpq.br/8700709425629023
dc.contributor.authorLattes.fl_str_mv http://lattes.cnpq.br/1120349015160898
dc.contributor.author.fl_str_mv SANTOS, Antonio Higor Gusmão dos
contributor_str_mv BIANCHINI, Ângelo Rodrigo
BIANCHINI, Ângelo Rodrigo
VIANA, Raimundo Nonato Assunção
CARDOZO, Maria José Pires Barros
dc.subject.por.fl_str_mv PIBID;
formação Continuada;
supervisores/as;
Políticas Educacionais;
formação de professores/as.
topic PIBID;
formação Continuada;
supervisores/as;
Políticas Educacionais;
formação de professores/as.
PIBID;
continuing training;
supervisors educational Policies;
eacher Training.
Política Educacional
Educação
dc.subject.eng.fl_str_mv PIBID;
continuing training;
supervisors educational Policies;
eacher Training.
dc.subject.cnpq.fl_str_mv Política Educacional
Educação
description The dissertation is linked to the research group “Policies, Educational Management and Human Formation” and the line “History, Educational Policies and Human Formation” of the Graduate Program in Education (PPGE) of the Federal University of Maranhão (UFMA). Its theme is the Educational Policy for Teacher Training, especially the Institutional Scholarship Program for Initiation to Teaching (PIBID) and the Continuing Training of Basic Education Teachers. The PIBID began in 2007 and although the program focuses on the initiation to teaching and initial training, this research has the general objective of analyzing the actions developed within the scope of the Physical Education subproject/PIBID/UFMA if have contributed as a continuing education for supervisor teachers of basic education, and as specific objectives: a) Understand the policies of initial and continuing education for the training of teachers of basic education; b) Analyze the official documents of PIBID and the institutional project of UFMA, in order to recognize in the context of the influence and production of the text actions of the program as a space for continuing education; and c) To analyze how the actions developed in the context of the practice by the Physical Education/PIBID/UFMA subproject made possible a continuous formation of the supervisors teachers. We use a qualitative approach in a descriptive and analytical way, using official documents such as laws, decrees, public notices, ordinances, projects and reports that deal with the national policy of Teacher Training, giving priority to those of Continuing Education, on the PIBID in scope nationally and in the context of UFMA and its Physical Education subproject. In addition, questionnaires and semi- structured interviews were carried out with the five supervisors. As an epistemological focus, we chose to work with the Policy Cycle based on authors such as Ball (2011) and Mainardes (2006, 2011, 2013), to understand the influences of groups in the constitution of PIBID, to understand the consents on the production of the text of this program and how it acted in the context of the Physical Education subproject at UFMA. Our discussions were discussed with authors such as Bourdieu (2004, 2014, 2017), Imbernón (2011), Santos E. (2014) and Tardif (2014). The analyzes showed that laws and programs are changing as a result of changes in governments, groups of politicians who exert pressure, people linked to economic sectors and social groups that influence policy since its conception, in the production of its text, even in the context of their practice. We found that there are elements in the laws that regulate Teacher Training, which enable an articulation between initial and continuing training. However, in PIBID, this articulation was not thought of at the national level, but in the local context of UFMA and the Physical Education Subproject, we found that there were actions that contributed to the Continuing Education of supervisors, through collaborative training, studies that enabled the reflection of their practice among other actions. Therefore, it is up to the PIBID to rethink how to create opportunities for these trainings not to happen only in a specific subproject, but that in all of them there can be this Continuing Training for the teachers of basic education who act as supervisors of the PIBID.
publishDate 2023
dc.date.accessioned.fl_str_mv 2023-03-08T18:14:06Z
dc.date.issued.fl_str_mv 2023-01-19
dc.type.status.fl_str_mv info:eu-repo/semantics/publishedVersion
dc.type.driver.fl_str_mv info:eu-repo/semantics/masterThesis
format masterThesis
status_str publishedVersion
dc.identifier.citation.fl_str_mv SANTOS, Antonio Higor Gusmão dos. Formação continuada e o PIBID: uma análise à luz do ciclo de políticas dos/as professores/as supervisores/as da educação básica do subprojeto de Educação Física da Universidade Federal do Maranhão. 2023. 180 f. Dissertação (Programa de Pós-Graduação em Educação/CCSO) - Universidade Federal do Maranhão, São Luís, 2023.
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identifier_str_mv SANTOS, Antonio Higor Gusmão dos. Formação continuada e o PIBID: uma análise à luz do ciclo de políticas dos/as professores/as supervisores/as da educação básica do subprojeto de Educação Física da Universidade Federal do Maranhão. 2023. 180 f. Dissertação (Programa de Pós-Graduação em Educação/CCSO) - Universidade Federal do Maranhão, São Luís, 2023.
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