Pibid and learning about the teaching profession in the relationship between university and school

Detalhes bibliográficos
Autor(a) principal: Fabris, Elí Henn
Data de Publicação: 2013
Outros Autores: Oliveira, Sandra de
Tipo de documento: Artigo
Idioma: por
Título da fonte: Linhas Críticas (Online)
Texto Completo: https://periodicos.unb.br/index.php/linhascriticas/article/view/4156
Resumo: This paper introduces partial results of a research project funded by CNPq. We were interested in initial education processes in contemporary teaching production, and our investigative locus was the Programa Institucional de Bolsa de Iniciação à Docência (Pibid), where we sought to answer ‘what do these institutional actors learn about teaching?’, and ‘ on which governmental logics is this learning based?’ As methodology we used the analysis of questionnaires and blogs, guided by reference to the studies of Foucault and studies on teaching. Preliminary results point to three groups of enunciations that are synthetically presented through the following expressions: Mobilization (1) Innovation (2), Partnership and collective work (3).
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spelling Pibid and learning about the teaching profession in the relationship between university and schoolPibid y el aprendizaje sobre la docencia en la relación universidad y escuelaPibid e as aprendizagens sobre a docência na relação universidade e escolaPibidFormação inicialDocência contemporâneaIniciación a la docenciaFormación inicialDocencia contemporáneaInitiation to teachingInitial teacher trainingContemporary teacher trainingThis paper introduces partial results of a research project funded by CNPq. We were interested in initial education processes in contemporary teaching production, and our investigative locus was the Programa Institucional de Bolsa de Iniciação à Docência (Pibid), where we sought to answer ‘what do these institutional actors learn about teaching?’, and ‘ on which governmental logics is this learning based?’ As methodology we used the analysis of questionnaires and blogs, guided by reference to the studies of Foucault and studies on teaching. Preliminary results point to three groups of enunciations that are synthetically presented through the following expressions: Mobilization (1) Innovation (2), Partnership and collective work (3).Este artículo presenta los resultados parciales de un estudio financiado por el CNPq. Este desglose analiza las prácticas de enseñanza y experiencias sobre el Programa Institucional de Beca de Iniciación a la Docencia (Pibid), buscando responder a las preguntas: “¿qué aprenden sobre la docencia esos actores institucionales?” y “¿en qué lógica gubernamental están basados tales aprendizajes?”. Como metodología utilizar el análisis de los cuestionarios y blogs, guiado por referencia de los estudios de Foucault y os estudios sobre la enseñanza. Los resultados preliminares apuntan a tres grupos de enunciados que presentan sintéticamente a través de las siguientes expresiones: Movilización (1) Innovación (2), de Asociación y de Trabajo colectivo (3).O artigo apresenta resultados parciais de uma pesquisa financiada pelo CNPq. Nesse recorte analisamos as práticas pedagógicas e experiências vivenciadas no Programa Institucional de Bolsa de Iniciação à Docência (Pibid), buscando responder “o que aprendem sobre a docência esses atores institucionais?” e “em que lógica governamental estão ancoradas tais aprendizagens?” Como metodologia utilizamos a análise de questionários e blogs, orientada pelo referencial dos estudos foucaultianos e estudos sobre a docência. Resultados preliminares apontam para três grupos de enunciações que sinteticamente apresentamos através das seguintes expressões: Mobilização(1), Inovação(2), Parceria e trabalho coletivo(3).Faculdade de Educação - Universidade de Brasília2013-09-25info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionapplication/pdfhttps://periodicos.unb.br/index.php/linhascriticas/article/view/415610.26512/lc.v19i39.4156Linhas Críticas; Vol. 19 No. 39 (2013); 429-448Linhas Críticas; Vol. 19 Núm. 39 (2013); 429-448Linhas Crí­ticas; v. 19 n. 39 (2013); 429-4481981-04311516-489610.26512/lc.v19i39reponame:Linhas Críticas (Online)instname:Universidade de Brasília (UnB)instacron:UnBporhttps://periodicos.unb.br/index.php/linhascriticas/article/view/4156/3808Copyright (c) 2016 Linhas Críticashttps://creativecommons.org/licenses/by/4.0info:eu-repo/semantics/openAccessFabris, Elí HennOliveira, Sandra de2022-01-14T17:33:10Zoai:ojs.pkp.sfu.ca:article/4156Revistahttps://periodicos.unb.br/index.php/linhascriticas/PUBhttps://periodicos.unb.br/index.php/linhascriticas/oairvlinhas@unb.br1981-04311516-4896opendoar:2022-01-14T17:33:10Linhas Críticas (Online) - Universidade de Brasília (UnB)false
dc.title.none.fl_str_mv Pibid and learning about the teaching profession in the relationship between university and school
Pibid y el aprendizaje sobre la docencia en la relación universidad y escuela
Pibid e as aprendizagens sobre a docência na relação universidade e escola
title Pibid and learning about the teaching profession in the relationship between university and school
spellingShingle Pibid and learning about the teaching profession in the relationship between university and school
Fabris, Elí Henn
Pibid
Formação inicial
Docência contemporânea
Iniciación a la docencia
Formación inicial
Docencia contemporánea
Initiation to teaching
Initial teacher training
Contemporary teacher training
title_short Pibid and learning about the teaching profession in the relationship between university and school
title_full Pibid and learning about the teaching profession in the relationship between university and school
title_fullStr Pibid and learning about the teaching profession in the relationship between university and school
title_full_unstemmed Pibid and learning about the teaching profession in the relationship between university and school
title_sort Pibid and learning about the teaching profession in the relationship between university and school
author Fabris, Elí Henn
author_facet Fabris, Elí Henn
Oliveira, Sandra de
author_role author
author2 Oliveira, Sandra de
author2_role author
dc.contributor.author.fl_str_mv Fabris, Elí Henn
Oliveira, Sandra de
dc.subject.por.fl_str_mv Pibid
Formação inicial
Docência contemporânea
Iniciación a la docencia
Formación inicial
Docencia contemporánea
Initiation to teaching
Initial teacher training
Contemporary teacher training
topic Pibid
Formação inicial
Docência contemporânea
Iniciación a la docencia
Formación inicial
Docencia contemporánea
Initiation to teaching
Initial teacher training
Contemporary teacher training
description This paper introduces partial results of a research project funded by CNPq. We were interested in initial education processes in contemporary teaching production, and our investigative locus was the Programa Institucional de Bolsa de Iniciação à Docência (Pibid), where we sought to answer ‘what do these institutional actors learn about teaching?’, and ‘ on which governmental logics is this learning based?’ As methodology we used the analysis of questionnaires and blogs, guided by reference to the studies of Foucault and studies on teaching. Preliminary results point to three groups of enunciations that are synthetically presented through the following expressions: Mobilization (1) Innovation (2), Partnership and collective work (3).
publishDate 2013
dc.date.none.fl_str_mv 2013-09-25
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/4156
10.26512/lc.v19i39.4156
url https://periodicos.unb.br/index.php/linhascriticas/article/view/4156
identifier_str_mv 10.26512/lc.v19i39.4156
dc.language.iso.fl_str_mv por
language por
dc.relation.none.fl_str_mv https://periodicos.unb.br/index.php/linhascriticas/article/view/4156/3808
dc.rights.driver.fl_str_mv Copyright (c) 2016 Linhas Críticas
https://creativecommons.org/licenses/by/4.0
info:eu-repo/semantics/openAccess
rights_invalid_str_mv Copyright (c) 2016 Linhas Críticas
https://creativecommons.org/licenses/by/4.0
eu_rights_str_mv openAccess
dc.format.none.fl_str_mv application/pdf
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. 19 No. 39 (2013); 429-448
Linhas Críticas; Vol. 19 Núm. 39 (2013); 429-448
Linhas Crí­ticas; v. 19 n. 39 (2013); 429-448
1981-0431
1516-4896
10.26512/lc.v19i39
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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