CHANGES IN PIBID AND PRE-SERVICE TEACHER TRAINING: CHAT-BASED MULTILEVEL ANALYSIS

• Autor(a) principal: DE OLIVEIRA RABELO, LEANDRO
• Data de Publicação: 2020
• Outros Autores: SILVA DIAS, VALÉRIA, DE CAMPOS CARVALHO, FERNANDO LUIZ
• Tipo de documento: Artigo
• Idioma: por
• Título da fonte: Educação em Revista
• Texto Completo: https://periodicos.ufmg.br/index.php/edrevista/article/view/38095
• topic: Programa de Indução à Docência Brasileiro; PIBID; Teoria Histórico-Cultural da Atividade; Programa de Residência Pedagógica; Brazilian Teaching Initiation Program; PIBID; Cultural-Historical Activity Theory; Pedagogical Residency Program; Programa de Inducción Docente Brasileño; PIBID; Teoría de la Actividad Histórico Cultural; Programa de Residencia Pedagógica

In this article we analyze some recent changes imposed on the Pre-service TeacherTraining Scholarship Program (Programa de Bolsa de Iniciação à Docência -PIBID) which has been inplace in Brazil since 2007. In the last decade, the Program has fulfilled an important task of betterpreparing undergraduates for the beginning of their teaching career. However, the last public note in2018 significantly altered the structure of the Program, changing its formative potential. Based on theCultural-Historical Activity Theory, we analyze part of the activities carried out under the PIBID Physicssubproject of a federal university. The analysis was done on three levels. At the micro level, we analyzethe short-term social situations that have enhanced the preparation for the beginning of theundergraduate students’ teaching career on this subproject. At the mid-level we analyze the activity systemof this subproject, highlighting the elements that contributed the most and which were limited in thetraining of future teachers. At the macro level we investigate how changes in PIBID, accompanied bythe launch of the Pedagogical Residency Program, affected the activity system of PIBID. Our resultsindicate that these changes may lead to the detachment of PIBID from its identity as an initiation inteaching, undermining the efficiency of tutoring, diminishing the heterogeneity of the subproject subjects,and weakening the partnerships between universities and schools. In addition, these changes do notreduce the limitations of this program and do not expand the possibilities of future teachers to experiencethe various elementsthatcharacterizethebeginningofteaching.