THE TEACHING INITIATION SCHOLARSHIP INSTITUTIONAL PROGRAM: IS IT A FAVORABLE CONTEXT FOR DEVELOPING THE REFLECTION CAPACITY?

• Autor(a) principal: Pinheiro, Maria Gracilene de Carvalho
• Data de Publicação: 2021
• Outros Autores: Carvalho, Diego Fogaça, da Silva Dias, Fátima Aparecida
• Tipo de documento: Artigo
• Idioma: por
• Título da fonte: Educação em Revista
• Texto Completo: https://periodicos.ufmg.br/index.php/edrevista/article/view/20576
• topic: Formação Inicial de professores, PIBID, Desenvolvimento profissional docente, Reflexão.; Teachers Initial Formation, PIBID, Teacher professional development, Reflection.; Formación Inicial de maestros, PIBID, Desarrollo profesional docente, Reflexión.

The study described in this text is a research cut of Postdoctoral in Methodologies for Teaching Languages and their Technologies, that aims producing knowledges – references regard the future teachers professional development in the Teaching Initiation Scholarship Institutional Program (PIBID) context, in which participate professors, project coordinators in the university where the PIBID is institutionalized; teachers under formation, Graduation students; and supervisor teachers from public Basic Education schools. Based on the referrals that support the researches developed by the authors, it is assumed as professional teaching development the process wherewith the teacher develops, among other competencies, the knowledges for teaching; and the capacity for reflecting over the practice. In this context, the purpose is discussing if the PIBID sets up in a context favorable for developing the future teacher reflective capacity, in this case, the Pedagogy student. For that, it was analyzed information related to experiences lived by a Program participant. In terms of results, based on the assessed, analyzed and discussed information it was evidenced that the PIBID, as it was institutionalized, brought favorable implications to the teacher´s personal and professional reflective capacity development process, providing context for professional development. Highlighting, in this process, the coordinators central role, once they are directly responsible for the under-formation teacher professional development, in all aspects, and regarding the reflection quality developed by them.