PIBID: Insertion of future teachers of mathematics in school education with a view to minimizing the clash with reality

Detalhes bibliográficos
Autor(a) principal: Tinti, Douglas da Silva
Data de Publicação: 2019
Outros Autores: Manrique, Ana Lúcia
Tipo de documento: Artigo
Idioma: spa
Título da fonte: Linhas Críticas (Online)
Texto Completo: https://periodicos.unb.br/index.php/linhascriticas/article/view/23110
Resumo: The aim of this article is to analyze the actions developed by a Brazilian teaching initiation program (PIBID) as well as its contributions to the reduction of the future clash with the reality experienced by early career teachers, as the studies on this phase of professional development point out. Therefore, interviews were conducted and it was observed that the experience in the school context made the teaching career more attractive and contributed significantly to the decrease of the future clash with reality. Based on the collected data, we concluded that public policies aimed at teacher education can contribute to overcome the deficit of professionals and provide spaces and various formative experiences that consider the school as the place of teacher learning
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spelling PIBID: Insertion of future teachers of mathematics in school education with a view to minimizing the clash with realityPIBID: Inserción de futuros profesores de matemáticas en el entorno escolar con vistas a minimizar el choque con la realidadPIBID: Insertion des futurs enseignants de mathématiques dans l'enseignement scolaire en vue de minimiser le conflit avec la réalitéPIBID: Inserção de futuros professores de matemática no ensino escolar com vistas a minimizar o choque com a realidadePIBIDInserção Profissionalformação de professoresIniciação à DocênciaPIBIDIniciación a la docenciaInserción profesionalFormación de profesoresPIBIDInitiation to TeachingProfessional InsertionTeacher trainingThe aim of this article is to analyze the actions developed by a Brazilian teaching initiation program (PIBID) as well as its contributions to the reduction of the future clash with the reality experienced by early career teachers, as the studies on this phase of professional development point out. Therefore, interviews were conducted and it was observed that the experience in the school context made the teaching career more attractive and contributed significantly to the decrease of the future clash with reality. Based on the collected data, we concluded that public policies aimed at teacher education can contribute to overcome the deficit of professionals and provide spaces and various formative experiences that consider the school as the place of teacher learningEl presente artículo tiene como objetivo analizar las acciones desarrolladas por un programa brasileño de iniciación a la docencia (PIBID), así como sus contribuciones a la minimización del futuro choque con la realidad vivido por los profesores en inicio de carrera como apuntan los estudios sobre esa etapa del desarrollo profesional. Para eso, fueron realizadas entrevistas y se pudo observar que la vivencia en el contexto escolar hizo la carrera docente más atractiva y contribuyó significativamente a la minimización del futuro choque con la realidad. En posesión de los datos colectados, concluimos que las políticas públicas orientadas a la formación de los profesores pueden contribuir para la superación del déficit de profesionales y propiciar espacios y experiencias formativas diferenciadas, que consideren la escuela como locus del aprendizaje docente.Le présent article vise à analyser les actions développées par un programme brésilien d'initiation à l'enseignement (PIBID) ainsi que ses contributions à la minimisation du conflit futur avec la réalité vécue par les enseignants en début de carrière, comme le soulignent les études sur ce stade de développement professionnel. Pour cela, des entretiens ont été menés et il a été observé que l'expérience dans le contexte scolaire rendait la carrière d'enseignant plus attrayante et contribuait de manière significative à la minimisation du conflit futur avec la réalité. Sur la base des données collectées, nous concluons que les politiques publiques visant à la formation des enseignants peuvent contribuer à combler le déficit de professionnels et fournir différents espaces et expériences formatives qui considèrent l'école comme le lieu de l'apprentissage des enseignants.O presente artigo objetiva analisar as ações desenvolvidas por um programa brasileiro de iniciação à docência (PIBID) bem como suas contribuições para a minimização do futuro choque com a realidade vivenciado por professores em início de carreira como apontam os estudos sobre esta etapa do desenvolvimento profissional. Para tanto foram realizadas entrevistas e observou-se que a vivência no contexto escolar tornou a carreira docente mais atrativa e contribui significativamente para a minimização do futuro choque com a realidade. De posse dos dados coletados, concluímos que as políticas públicas voltadas à formação de professores podem contribuir para a superação do déficit de profissionais e propiciar espaços e experiências formativas diferenciadas, que considerem a escola como locus da aprendizagem docente.Faculdade de Educação - Universidade de Brasília2019-02-20info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionapplication/pdftext/xmlhttps://periodicos.unb.br/index.php/linhascriticas/article/view/2311010.26512/lc.v25.2019.23110Linhas Críticas; Vol. 25 (2019): Revista Linhas Críticas v. 25 (jan-dez); e23110Linhas Críticas; Vol. 25 (2019): Revista Linhas Críticas v. 25 (ene-dic); e23110Linhas Crí­ticas; v. 25 (2019): Revista Linhas Críticas v. 25 (jan-dez); e231101981-04311516-489610.26512/lc.v25.2019reponame:Linhas Críticas (Online)instname:Universidade de Brasília (UnB)instacron:UnBspahttps://periodicos.unb.br/index.php/linhascriticas/article/view/23110/21581https://periodicos.unb.br/index.php/linhascriticas/article/view/23110/31782Copyright (c) 2019 Revista Linhas Críticashttp://creativecommons.org/licenses/by/4.0info:eu-repo/semantics/openAccessTinti, Douglas da SilvaManrique, Ana Lúcia2022-02-08T21:54:01Zoai:ojs.pkp.sfu.ca:article/23110Revistahttps://periodicos.unb.br/index.php/linhascriticas/PUBhttps://periodicos.unb.br/index.php/linhascriticas/oairvlinhas@unb.br||1981-04311516-4896opendoar:2022-02-08T21:54:01Linhas Críticas (Online) - Universidade de Brasília (UnB)false
dc.title.none.fl_str_mv PIBID: Insertion of future teachers of mathematics in school education with a view to minimizing the clash with reality
PIBID: Inserción de futuros profesores de matemáticas en el entorno escolar con vistas a minimizar el choque con la realidad
PIBID: Insertion des futurs enseignants de mathématiques dans l'enseignement scolaire en vue de minimiser le conflit avec la réalité
PIBID: Inserção de futuros professores de matemática no ensino escolar com vistas a minimizar o choque com a realidade
title PIBID: Insertion of future teachers of mathematics in school education with a view to minimizing the clash with reality
spellingShingle PIBID: Insertion of future teachers of mathematics in school education with a view to minimizing the clash with reality
Tinti, Douglas da Silva
PIBID
Inserção Profissional
formação de professores
Iniciação à Docência
PIBID
Iniciación a la docencia
Inserción profesional
Formación de profesores
PIBID
Initiation to Teaching
Professional Insertion
Teacher training
title_short PIBID: Insertion of future teachers of mathematics in school education with a view to minimizing the clash with reality
title_full PIBID: Insertion of future teachers of mathematics in school education with a view to minimizing the clash with reality
title_fullStr PIBID: Insertion of future teachers of mathematics in school education with a view to minimizing the clash with reality
title_full_unstemmed PIBID: Insertion of future teachers of mathematics in school education with a view to minimizing the clash with reality
title_sort PIBID: Insertion of future teachers of mathematics in school education with a view to minimizing the clash with reality
author Tinti, Douglas da Silva
author_facet Tinti, Douglas da Silva
Manrique, Ana Lúcia
author_role author
author2 Manrique, Ana Lúcia
author2_role author
dc.contributor.author.fl_str_mv Tinti, Douglas da Silva
Manrique, Ana Lúcia
dc.subject.por.fl_str_mv PIBID
Inserção Profissional
formação de professores
Iniciação à Docência
PIBID
Iniciación a la docencia
Inserción profesional
Formación de profesores
PIBID
Initiation to Teaching
Professional Insertion
Teacher training
topic PIBID
Inserção Profissional
formação de professores
Iniciação à Docência
PIBID
Iniciación a la docencia
Inserción profesional
Formación de profesores
PIBID
Initiation to Teaching
Professional Insertion
Teacher training
description The aim of this article is to analyze the actions developed by a Brazilian teaching initiation program (PIBID) as well as its contributions to the reduction of the future clash with the reality experienced by early career teachers, as the studies on this phase of professional development point out. Therefore, interviews were conducted and it was observed that the experience in the school context made the teaching career more attractive and contributed significantly to the decrease of the future clash with reality. Based on the collected data, we concluded that public policies aimed at teacher education can contribute to overcome the deficit of professionals and provide spaces and various formative experiences that consider the school as the place of teacher learning
publishDate 2019
dc.date.none.fl_str_mv 2019-02-20
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://periodicos.unb.br/index.php/linhascriticas/article/view/23110
10.26512/lc.v25.2019.23110
url https://periodicos.unb.br/index.php/linhascriticas/article/view/23110
identifier_str_mv 10.26512/lc.v25.2019.23110
dc.language.iso.fl_str_mv spa
language spa
dc.relation.none.fl_str_mv https://periodicos.unb.br/index.php/linhascriticas/article/view/23110/21581
https://periodicos.unb.br/index.php/linhascriticas/article/view/23110/31782
dc.rights.driver.fl_str_mv Copyright (c) 2019 Revista Linhas Críticas
http://creativecommons.org/licenses/by/4.0
info:eu-repo/semantics/openAccess
rights_invalid_str_mv Copyright (c) 2019 Revista Linhas Críticas
http://creativecommons.org/licenses/by/4.0
eu_rights_str_mv openAccess
dc.format.none.fl_str_mv application/pdf
text/xml
dc.publisher.none.fl_str_mv Faculdade de Educação - Universidade de Brasília
publisher.none.fl_str_mv Faculdade de Educação - Universidade de Brasília
dc.source.none.fl_str_mv Linhas Críticas; Vol. 25 (2019): Revista Linhas Críticas v. 25 (jan-dez); e23110
Linhas Críticas; Vol. 25 (2019): Revista Linhas Críticas v. 25 (ene-dic); e23110
Linhas Crí­ticas; v. 25 (2019): Revista Linhas Críticas v. 25 (jan-dez); e23110
1981-0431
1516-4896
10.26512/lc.v25.2019
reponame:Linhas Críticas (Online)
instname:Universidade de Brasília (UnB)
instacron:UnB
instname_str Universidade de Brasília (UnB)
instacron_str UnB
institution UnB
reponame_str Linhas Críticas (Online)
collection Linhas Críticas (Online)
repository.name.fl_str_mv Linhas Críticas (Online) - Universidade de Brasília (UnB)
repository.mail.fl_str_mv rvlinhas@unb.br||
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