Reflexões Sobre a Formação Docente do Licenciando Participante do PIBID Interdisciplinar (Educação do Campo) na Universidade Federal de Uberlândia

• Autor(a) principal: Carvalho, Isabele de
• Data de Publicação: 2017
• Tipo de documento: Trabalho de conclusão de curso
• Idioma: por
• Título da fonte: Repositório Institucional da UFU
• Texto Completo: https://repositorio.ufu.br/handle/123456789/25198
• topic: PIBID Interdisciplinar; Interdisciplinary PIBID Uberlândia/MG; Formação de Professor; Teacher formation; Educação do Campoor; Field Education; Uberlândia/MG; CNPQ::CIENCIAS HUMANAS

The initial formation of teachers is a topic that increasingly gains space in the academic discussions due to its importance in the preparation of the teaching professional, for the school daily experiences. In this perspective, the Institutional teaching initiation scholarship program plays a role as an agent of great relevance for the undergraduates by offering the opportunity to combine the theories proposed in the university, with school practices. This work aims to evaluate the contributions of the PIBID, in the Field Education interdisciplinary modality, as an agent in the initial formative process of undergraduate students of the courses of Geography, History, Social Sciences, Letters Pedagogy and Chemistry in the context of the Federal University of Uberlânda. The evaluation was carried out based on the collection and subsequent systematization of data acquired as a result of a questionnaire application formulated with objective and discursive questions, answered by the scholarship students involved with the project (PIBID). The analysis was carried on as qualitative evaluations, to which the results, in addition to the quantification of answers, also emphasized the opinions expressed with the students dissertative answers of the questionnaires. Once evaluated the results, it was possible to identify based on the students’ opinions, that PIBID has been complying with its proposed guidelines, which is to combine the theoretical discussions carried out in the academic context with the school daily practice, being of great relevance for both, personal and professional formation.