PIBID impacts over the work of teachers egress from Special Education undergraduate course

Detalhes bibliográficos
Autor(a) principal: Spinazola, Cariza de Cássia
Data de Publicação: 2019
Outros Autores: Galvani, Márcia Duarte
Tipo de documento: Artigo
Idioma: por
spa
Título da fonte: Revista Ibero-Americana de Estudos em Educação (Online)
Texto Completo: https://periodicos.fclar.unesp.br/iberoamericana/article/view/10944
Resumo: Scholarship for Teaching Initiation Institutional Program (PIBID) outstands for giving opportunity of teaching experience to undergraduate students. In this sense, the purpose of this research was to identify the impacts that UFSCar PIBID subproject of Special Education undergraduate course has or had over the teaching practice, according to the perception of special educators in their first years of career. 19 egresses majored in Special Education at Federal University of São Carlos (UFSCar) participated of this research. They were divided in two groups: G1, composed by 10 people who were members of PIBID and G2, composed by 9 people who were not members of PIBID. The study was characterized as descriptive and the tool used for data collection consisted of a questionnaire with open questions. The collection procedure was done through contact with the coordinators of Special Education undergraduate course and coordinators of UFSCar PIBID subproject. The data analysis was performed through content analysis. The results indicated that both groups demonstrated positive aspects in many projects and programs. However, in G1 it is possible to notice that the teachers highlighted that the experiences held through the access to PIBID are important in their current practice, as well as the collaborative teaching, which was not present in G2. About G2, it was possible to notice the internship experience as relevant to their practice, as well as daily learning during classes
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spelling PIBID impacts over the work of teachers egress from Special Education undergraduate courseImpactos del PIBID sobre la actuación de profesores egresos del curso de profesorado en Educación EspecialImpactos do PIBID sobre atuação de professores egressos do curso de licenciatura em Educação EspecialSpecial EducationPIBIDTeaching PracticeEducación especialPIBIDPráctica docenteEducação especialPIBIDPrática Docente.Scholarship for Teaching Initiation Institutional Program (PIBID) outstands for giving opportunity of teaching experience to undergraduate students. In this sense, the purpose of this research was to identify the impacts that UFSCar PIBID subproject of Special Education undergraduate course has or had over the teaching practice, according to the perception of special educators in their first years of career. 19 egresses majored in Special Education at Federal University of São Carlos (UFSCar) participated of this research. They were divided in two groups: G1, composed by 10 people who were members of PIBID and G2, composed by 9 people who were not members of PIBID. The study was characterized as descriptive and the tool used for data collection consisted of a questionnaire with open questions. The collection procedure was done through contact with the coordinators of Special Education undergraduate course and coordinators of UFSCar PIBID subproject. The data analysis was performed through content analysis. The results indicated that both groups demonstrated positive aspects in many projects and programs. However, in G1 it is possible to notice that the teachers highlighted that the experiences held through the access to PIBID are important in their current practice, as well as the collaborative teaching, which was not present in G2. About G2, it was possible to notice the internship experience as relevant to their practice, as well as daily learning during classesEl Programa Institucional de Beca de Iniciación a la Docencia (PIBID) se destaca por dar la oportunidad de experiencias en docencia a los alumnos de los cursos de profesorados. En este sentido, el objetivo de la investigación fue identificar los impactos que el PIBID de la UFSCar/subproyecto del curso de profesorado en Educación Especial ejerce o ejerció a la práctica docente en la percepción de educadores especiales en sus años iniciales de carrera. Participaron de la investigación 19 egresos del curso de Profesorado en Educación Especial de la Universidad Federal de São Carlos (UFSCar), que fueron divididos en dos grupos, siendo el G1 formado por 10 egresos que participaron del PIBID y el G2 formado por 9 egresos que no participaron del PIBID. El estudio fue caracterizado como descriptivo y el medio utilizado para la recopilación de los datos se constituyó en un cuestionario con preguntas abiertas. El procedimiento de recopilación se dio por medio del contacto con los coordinadores del curso de Profesorado en Educación Especial de la UFSCar. El análisis de los datos se realizó por medio del análisis de contenido. Los resultados indicaron que ambos grupos revelaron aspectos positivos en distintos proyectos y programas, pero en el G1 se percibe que los profesores destacaron que las experiencias vividas por el acceso al PIBID son importantes en sus prácticas actuales, así como la enseñanza colaborativa, la cual no apareció en el G2. Con relación al G2, fue percibida la pasantía como la experiencia relevante para actuación, así como el aprendizaje en el cotidiano y el aprendizaje durante las clases.O Programa Institucional de Bolsa de Iniciação à Docência (PIBID) destaca-se por oportunizar experiências de docência aos alunos dos cursos de licenciaturas. Nesse sentido, o objetivo da pesquisa foi identificar os impactos que o PIBID da UFSCar/subprojeto do curso de licenciatura em Educação Especial tem ou teve sobre a prática docente na percepção de educadores especiais em seus anos iniciais de carreira. Participaram da pesquisa 19 egressos do curso de Licenciatura em Educação Especial da Universidade Federal de São Carlos (UFSCar), que foram divididos em dois grupos, sendo o G1 formado por 10 egressos que participaram do PIBID e o G2 formado por 9 egressos que não participaram do PIBID. O estudo caracterizou-se como descritivo e o instrumento utilizado para coleta de dados consistiu em um questionário com perguntas abertas. O procedimento de coleta foi por meio do contato com os coordenadores do curso de Licenciatura em Educação Especial e coordenadores do PIBID/subprojeto do curso de Licenciatura em Educação Especial da UFSCar. A análise dos dados foi realizada por meio da análise de conteúdo. Os resultados indicaram que ambos os grupos revelaram aspectos positivos em diversos projetos e programas, porém no G1 percebe-se que os professores destacaram que as experiências vivenciadas pelo acesso ao PIBID são importantes em suas práticas atuais, assim como a proposta do trabalho colaborativo, o qual não apareceu no G2. Em relação ao G2, notou-se o estágio como a experiência relevante para atuação, assim como o aprendizado no cotidiano e o aprendizado durante as aulas.Faculdade de Ciências e Letras/Unesp2019-01-01info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionapplication/pdfapplication/pdfapplication/xmlhttps://periodicos.fclar.unesp.br/iberoamericana/article/view/1094410.21723/riaee.v14i1.10944Revista Iberoamericana de Estudios en Educación; (2019) v. 14, n. 1, jan./mar.; 293-308Revista Ibero-Americana de Estudos em Educação; (2019) v. 14, n. 1, jan./mar.; 293-3081982-55872446-860610.21723/riaee.v14i1reponame:Revista Ibero-Americana de Estudos em Educação (Online)instname:Universidade Estadual Paulista (UNESP)instacron:UNESPporspahttps://periodicos.fclar.unesp.br/iberoamericana/article/view/10944/7903https://periodicos.fclar.unesp.br/iberoamericana/article/view/10944/7904https://periodicos.fclar.unesp.br/iberoamericana/article/view/10944/7986Copyright (c) 2019 Revista Ibero-Americana de Estudos em Educaçãoinfo:eu-repo/semantics/openAccessSpinazola, Cariza de CássiaGalvani, Márcia Duarte2019-06-25T00:29:40Zoai:ojs.pkp.sfu.ca:article/10944Revistahttp://seer.fclar.unesp.br/iberoamericanaPUBhttps://periodicos.fclar.unesp.br/iberoamericana/oaibizelli@fclar.unesp.br|| joseandersonsantoscruz@gmail.com1982-55871982-5587opendoar:2019-06-25T00:29:40Revista Ibero-Americana de Estudos em Educação (Online) - Universidade Estadual Paulista (UNESP)false
dc.title.none.fl_str_mv PIBID impacts over the work of teachers egress from Special Education undergraduate course
Impactos del PIBID sobre la actuación de profesores egresos del curso de profesorado en Educación Especial
Impactos do PIBID sobre atuação de professores egressos do curso de licenciatura em Educação Especial
title PIBID impacts over the work of teachers egress from Special Education undergraduate course
spellingShingle PIBID impacts over the work of teachers egress from Special Education undergraduate course
Spinazola, Cariza de Cássia
Special Education
PIBID
Teaching Practice
Educación especial
PIBID
Práctica docente
Educação especial
PIBID
Prática Docente.
title_short PIBID impacts over the work of teachers egress from Special Education undergraduate course
title_full PIBID impacts over the work of teachers egress from Special Education undergraduate course
title_fullStr PIBID impacts over the work of teachers egress from Special Education undergraduate course
title_full_unstemmed PIBID impacts over the work of teachers egress from Special Education undergraduate course
title_sort PIBID impacts over the work of teachers egress from Special Education undergraduate course
author Spinazola, Cariza de Cássia
author_facet Spinazola, Cariza de Cássia
Galvani, Márcia Duarte
author_role author
author2 Galvani, Márcia Duarte
author2_role author
dc.contributor.author.fl_str_mv Spinazola, Cariza de Cássia
Galvani, Márcia Duarte
dc.subject.por.fl_str_mv Special Education
PIBID
Teaching Practice
Educación especial
PIBID
Práctica docente
Educação especial
PIBID
Prática Docente.
topic Special Education
PIBID
Teaching Practice
Educación especial
PIBID
Práctica docente
Educação especial
PIBID
Prática Docente.
description Scholarship for Teaching Initiation Institutional Program (PIBID) outstands for giving opportunity of teaching experience to undergraduate students. In this sense, the purpose of this research was to identify the impacts that UFSCar PIBID subproject of Special Education undergraduate course has or had over the teaching practice, according to the perception of special educators in their first years of career. 19 egresses majored in Special Education at Federal University of São Carlos (UFSCar) participated of this research. They were divided in two groups: G1, composed by 10 people who were members of PIBID and G2, composed by 9 people who were not members of PIBID. The study was characterized as descriptive and the tool used for data collection consisted of a questionnaire with open questions. The collection procedure was done through contact with the coordinators of Special Education undergraduate course and coordinators of UFSCar PIBID subproject. The data analysis was performed through content analysis. The results indicated that both groups demonstrated positive aspects in many projects and programs. However, in G1 it is possible to notice that the teachers highlighted that the experiences held through the access to PIBID are important in their current practice, as well as the collaborative teaching, which was not present in G2. About G2, it was possible to notice the internship experience as relevant to their practice, as well as daily learning during classes
publishDate 2019
dc.date.none.fl_str_mv 2019-01-01
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.fclar.unesp.br/iberoamericana/article/view/10944
10.21723/riaee.v14i1.10944
url https://periodicos.fclar.unesp.br/iberoamericana/article/view/10944
identifier_str_mv 10.21723/riaee.v14i1.10944
dc.language.iso.fl_str_mv por
spa
language por
spa
dc.relation.none.fl_str_mv https://periodicos.fclar.unesp.br/iberoamericana/article/view/10944/7903
https://periodicos.fclar.unesp.br/iberoamericana/article/view/10944/7904
https://periodicos.fclar.unesp.br/iberoamericana/article/view/10944/7986
dc.rights.driver.fl_str_mv Copyright (c) 2019 Revista Ibero-Americana de Estudos em Educação
info:eu-repo/semantics/openAccess
rights_invalid_str_mv Copyright (c) 2019 Revista Ibero-Americana de Estudos em Educação
eu_rights_str_mv openAccess
dc.format.none.fl_str_mv application/pdf
application/pdf
application/xml
dc.publisher.none.fl_str_mv Faculdade de Ciências e Letras/Unesp
publisher.none.fl_str_mv Faculdade de Ciências e Letras/Unesp
dc.source.none.fl_str_mv Revista Iberoamericana de Estudios en Educación; (2019) v. 14, n. 1, jan./mar.; 293-308
Revista Ibero-Americana de Estudos em Educação; (2019) v. 14, n. 1, jan./mar.; 293-308
1982-5587
2446-8606
10.21723/riaee.v14i1
reponame:Revista Ibero-Americana de Estudos em Educação (Online)
instname:Universidade Estadual Paulista (UNESP)
instacron:UNESP
instname_str Universidade Estadual Paulista (UNESP)
instacron_str UNESP
institution UNESP
reponame_str Revista Ibero-Americana de Estudos em Educação (Online)
collection Revista Ibero-Americana de Estudos em Educação (Online)
repository.name.fl_str_mv Revista Ibero-Americana de Estudos em Educação (Online) - Universidade Estadual Paulista (UNESP)
repository.mail.fl_str_mv bizelli@fclar.unesp.br|| joseandersonsantoscruz@gmail.com
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