A experiência da iniciação à docência na Escola Estadual Berilo Wanderley: PIBID Educação Física

• Autor(a) principal: Souza, Camila Naya Lucena
• Data de Publicação: 2016
• Tipo de documento: Trabalho de conclusão de curso
• Idioma: por
• Título da fonte: Repositório Institucional da UFRN
• Texto Completo: https://repositorio.ufrn.br/handle/123456789/39418
• topic: PIBID; Educação Física; Formação de professores.; PIBID; Physical Education; Teacher formation

The Institutional Scholarship Program of Initiation to Teaching (PIBID) is a program of the Ministry of Education in partnership with the Coordination of Improvement of Higher Education Personnel (CAPES) which has as its objective the improvement and better appreciation of the formation of pre-tertiary education teachers. To do this, the program promotes the participation of university students seeking a licentiate degree in pre-tertiary public schools under the orientation and supervision of a teacher from their higher education institute of origin and a teacher from the public school they will be working on. The Physical Education subproject of the Federal University of Rio Grande do Norte attends five schools in Natal, and it has three area coordinators and six supervisional teachers. The general objective of this research is to analyse the contributions of the participation of the PIBID Physical Education in the Berilo Wanderley State School in the year of 2015 to the formation of the university students linked to the program. The specific objectives of this study are: (i) to identify the possibilities and the challenges presented by the university students during their participation with the PIBID Physical Education in the school; (ii) to present the pedagogic construction experienced by the PIBID Physical Education in that school; (iii) to point the products obtained in the assessments realized, considering the possibilities identified in the pedagogic practice. Regarding the methodology, this research has a qualitative-descriptive character. Each participant of this research answered a questionnaire of 2 (two) open questions, which focused in their individual participation in the aforementioned school and in the importance of the program for their formation. It could be noticed in their answers that the program significantly contributed to their formation - specially regarding the importance of the insertion in the school environment - and that the pedagogic intervention at the Berilo Wanderley State School promoted relevant experiences to their development as future Physical Education teachers.