The Institutional Scholarship Program for Teaching Initiation (PIBID) and its participants: an analysis of formative experiences

Detalhes bibliográficos
Autor(a) principal: Santos, Sonia Regina Mendes dos
Data de Publicação: 2021
Outros Autores: Maneschy , Patricia, Moraes, João Marcos de Oliveira
Tipo de documento: Artigo
Idioma: por
eng
Título da fonte: Ensino em Revista
Texto Completo: https://seer.ufu.br/index.php/emrevista/article/view/60972
Resumo: The research analyzes the comprehension of the graduates of PIBID - Institutional Program of Teaching Initiation Scholarship- in two aspects: the formative process in higher Education Institutions and the experience in schools having as theoretical reference: Tardif (2002), Xavier (2014), Nóvoa (2009, 2017). The study is supported by the Bottom Up model of public policies’ analysis, identifying what was planned and carried out in the implementation (HILL, 2006, MOREIRA, 2016) through a semi-structured questionnaire answered by 28 students. The experiences regarding the initiation to teaching within the school environment help understand the accomplished activities, providing opportunities for collaborative practices among teachers and students. The program also has repercussions in higher education institutions, providing opportunities to rethink the curriculum and the quality of education. As a result of PIBID, the teaching professionalization process as well as the enlargement of the critical view on education in a current context are both positive effects to be highlighted.
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spelling The Institutional Scholarship Program for Teaching Initiation (PIBID) and its participants: an analysis of formative experiencesEl Programa Institucional para Iniciación Docente (PIBID) y licenciatario: un análisis de las experiencias de formaciónPrograma Institucional de Bolsa de Iniciação à Docência (PIBID) e os licenciados: uma análise sobre as experiências formadorasFormação de ProfessoresSaberes docentesIniciação à DocênciaTeacher trainingTeaching knowledgeInitiation to TeachingFormación de profesoresEnseñanza del conocimientoIniciación a la enseñanzaThe research analyzes the comprehension of the graduates of PIBID - Institutional Program of Teaching Initiation Scholarship- in two aspects: the formative process in higher Education Institutions and the experience in schools having as theoretical reference: Tardif (2002), Xavier (2014), Nóvoa (2009, 2017). The study is supported by the Bottom Up model of public policies’ analysis, identifying what was planned and carried out in the implementation (HILL, 2006, MOREIRA, 2016) through a semi-structured questionnaire answered by 28 students. The experiences regarding the initiation to teaching within the school environment help understand the accomplished activities, providing opportunities for collaborative practices among teachers and students. The program also has repercussions in higher education institutions, providing opportunities to rethink the curriculum and the quality of education. As a result of PIBID, the teaching professionalization process as well as the enlargement of the critical view on education in a current context are both positive effects to be highlighted.A investigación analiza la comprensión de los graduados de PIBID - Programa Institucional de Iniciativa de Enseñanza (PIBID) en dos aspectos: el proceso de formación en Institución de enseñanza superior y la experiencia en las escuelas que tienen como referencia teórica: Tardif (2002), Xavier (2014) Nóvoa (2009, 2017). El estudio está respaldado por el modelo Bottom Up de análisis de políticas públicas, que identifica lo que se planificó y llevó a cabo en la implementación (HILL, 2006, MOREIRA, 2016) a través de un cuestionario semiestructurado respondido por 28 estudiantes. Las experiencias de iniciación a la enseñanza dentro de la escuela ayudan a comprender las actividades realizadas, brindan oportunidades para prácticas colaborativas entre maestros y estudiantes. El programa también tiene repercusiones en las instituciones de educación superior, brindando oportunidades para repensar el plan de estudios y la calidad de la educación. Como resultado de PIBID, se destacan los efectos positivos en el proceso de profesionalización docente y la expansión de la visión crítica de la educación en el contexto actual.A pesquisa analisa  a compreensão dos licenciandos do PIBID- Programa Institucional de Bolsa de Iniciação à Docência (PIBID) sob dois aspectos: o processo formativo na IES e a experiência nas escolas tendo como referencial teórico: Tardif (2002), Xavier (2014), Nóvoa (2009, 2017).  Apoia-se o estudo no modelo Bottom Up de análise das políticas públicas, identificando o planejado e o realizado na implementação (HILL, 2006, MOREIRA, 2016) por meio de questionário semiestruturado respondido por 28 estudantes. As experiências de iniciação à docência no âmbito da escola auxiliam na compreensão sobre as atividades realizadas, oportuniza as práticas colaborativas  entre os docentes e os estudantes. O programa repercute também nas instituições de ensino superior formadoras, oportunizando o repensar do currículo e a qualidade da educação. Destaca-se como resultado do PIBID os efeitos positivos sobre o processo de profissionalização docente e a ampliação da visão crítica sobre a educação no contexto atual.Universidade Federal de Uberlândia2021-05-11info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionapplication/pdfapplication/pdfhttps://seer.ufu.br/index.php/emrevista/article/view/6097210.14393/ER-v28a2021-34Ensino em Re-Vista; Vol. 28 (2021): Publicação Contínua; e034Ensino em Re-Vista; Vol. 28 (2021): Publicação Contínua; e034Ensino em Re-Vista; v. 28 (2021): Publicação Contínua; e0341983-17300104-3757reponame:Ensino em Revistainstname:Universidade Federal de Uberlândia (UFU)instacron:UFUporenghttps://seer.ufu.br/index.php/emrevista/article/view/60972/31639https://seer.ufu.br/index.php/emrevista/article/view/60972/31640Copyright (c) 2021 Sonia Regina Mendes dos Santos, Patricia Maneschy , João Marcos de Oliveira Moraesinfo:eu-repo/semantics/openAccessSantos, Sonia Regina Mendes dos Maneschy , Patricia Moraes, João Marcos de Oliveira 2021-10-22T00:17:34Zoai:ojs.www.seer.ufu.br:article/60972Revistahttps://seer.ufu.br/index.php/emrevistaPUBhttps://seer.ufu.br/index.php/emrevista/oai||ensinoemrevista@gmail.com1983-17300104-3757opendoar:2021-10-22T00:17:34Ensino em Revista - Universidade Federal de Uberlândia (UFU)false
dc.title.none.fl_str_mv The Institutional Scholarship Program for Teaching Initiation (PIBID) and its participants: an analysis of formative experiences
El Programa Institucional para Iniciación Docente (PIBID) y licenciatario: un análisis de las experiencias de formación
Programa Institucional de Bolsa de Iniciação à Docência (PIBID) e os licenciados: uma análise sobre as experiências formadoras
title The Institutional Scholarship Program for Teaching Initiation (PIBID) and its participants: an analysis of formative experiences
spellingShingle The Institutional Scholarship Program for Teaching Initiation (PIBID) and its participants: an analysis of formative experiences
Santos, Sonia Regina Mendes dos
Formação de Professores
Saberes docentes
Iniciação à Docência
Teacher training
Teaching knowledge
Initiation to Teaching
Formación de profesores
Enseñanza del conocimiento
Iniciación a la enseñanza
title_short The Institutional Scholarship Program for Teaching Initiation (PIBID) and its participants: an analysis of formative experiences
title_full The Institutional Scholarship Program for Teaching Initiation (PIBID) and its participants: an analysis of formative experiences
title_fullStr The Institutional Scholarship Program for Teaching Initiation (PIBID) and its participants: an analysis of formative experiences
title_full_unstemmed The Institutional Scholarship Program for Teaching Initiation (PIBID) and its participants: an analysis of formative experiences
title_sort The Institutional Scholarship Program for Teaching Initiation (PIBID) and its participants: an analysis of formative experiences
author Santos, Sonia Regina Mendes dos
author_facet Santos, Sonia Regina Mendes dos
Maneschy , Patricia
Moraes, João Marcos de Oliveira
author_role author
author2 Maneschy , Patricia
Moraes, João Marcos de Oliveira
author2_role author
author
dc.contributor.author.fl_str_mv Santos, Sonia Regina Mendes dos
Maneschy , Patricia
Moraes, João Marcos de Oliveira
dc.subject.por.fl_str_mv Formação de Professores
Saberes docentes
Iniciação à Docência
Teacher training
Teaching knowledge
Initiation to Teaching
Formación de profesores
Enseñanza del conocimiento
Iniciación a la enseñanza
topic Formação de Professores
Saberes docentes
Iniciação à Docência
Teacher training
Teaching knowledge
Initiation to Teaching
Formación de profesores
Enseñanza del conocimiento
Iniciación a la enseñanza
description The research analyzes the comprehension of the graduates of PIBID - Institutional Program of Teaching Initiation Scholarship- in two aspects: the formative process in higher Education Institutions and the experience in schools having as theoretical reference: Tardif (2002), Xavier (2014), Nóvoa (2009, 2017). The study is supported by the Bottom Up model of public policies’ analysis, identifying what was planned and carried out in the implementation (HILL, 2006, MOREIRA, 2016) through a semi-structured questionnaire answered by 28 students. The experiences regarding the initiation to teaching within the school environment help understand the accomplished activities, providing opportunities for collaborative practices among teachers and students. The program also has repercussions in higher education institutions, providing opportunities to rethink the curriculum and the quality of education. As a result of PIBID, the teaching professionalization process as well as the enlargement of the critical view on education in a current context are both positive effects to be highlighted.
publishDate 2021
dc.date.none.fl_str_mv 2021-05-11
dc.type.driver.fl_str_mv info:eu-repo/semantics/article
info:eu-repo/semantics/publishedVersion
format article
status_str publishedVersion
dc.identifier.uri.fl_str_mv https://seer.ufu.br/index.php/emrevista/article/view/60972
10.14393/ER-v28a2021-34
url https://seer.ufu.br/index.php/emrevista/article/view/60972
identifier_str_mv 10.14393/ER-v28a2021-34
dc.language.iso.fl_str_mv por
eng
language por
eng
dc.relation.none.fl_str_mv https://seer.ufu.br/index.php/emrevista/article/view/60972/31639
https://seer.ufu.br/index.php/emrevista/article/view/60972/31640
dc.rights.driver.fl_str_mv info:eu-repo/semantics/openAccess
eu_rights_str_mv openAccess
dc.format.none.fl_str_mv application/pdf
application/pdf
dc.publisher.none.fl_str_mv Universidade Federal de Uberlândia
publisher.none.fl_str_mv Universidade Federal de Uberlândia
dc.source.none.fl_str_mv Ensino em Re-Vista; Vol. 28 (2021): Publicação Contínua; e034
Ensino em Re-Vista; Vol. 28 (2021): Publicação Contínua; e034
Ensino em Re-Vista; v. 28 (2021): Publicação Contínua; e034
1983-1730
0104-3757
reponame:Ensino em Revista
instname:Universidade Federal de Uberlândia (UFU)
instacron:UFU
instname_str Universidade Federal de Uberlândia (UFU)
instacron_str UFU
institution UFU
reponame_str Ensino em Revista
collection Ensino em Revista
repository.name.fl_str_mv Ensino em Revista - Universidade Federal de Uberlândia (UFU)
repository.mail.fl_str_mv ||ensinoemrevista@gmail.com
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