“Deprivatization of Practice” as a strategic of initial teacher training in PIBID Education
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Data de Publicação: | 2019 |
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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/11045 |
Resumo: | The article stems from a study on how to build teaching learning in the context Scholarship Programs for Teaching (PIBID) proposed by CAPES. Methodologically, we worked centrally with an exploratory questionnaire submitted to the new teachers (undergraduate fellows) of nine subprojects linked to five public universities located in the state of Rio de Janeiro that develop their actions in the initial years of Regular Elementary Education. The data, constructed and analyzed theoretically based on Cochran-Smith, approach aspects that resemble what the author characterizes as “deprivatization of practice” subprojects of two institutions. In order to better explore this concept and share part of what the GEPED - Group of Studies and Research in Teaching and Teacher Training has been developing according to the contributions of Cochran-Smith, the article presents, from the analysis of empirical data, descriptors of processes that can contribute to teacher training. |
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Revista Ibero-Americana de Estudos em Educação (Online) |
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“Deprivatization of Practice” as a strategic of initial teacher training in PIBID Education“Deprivatization of Practice” como posibilidad estratégica de formación inicial docente en el PIBID Pedagogía“Deprivatization of Practice” como estratégica de formação inicial docente no PIBID PedagogiaTeacher trainingDeprivatization of practicePIBIDFormación de profesoresDeprivatization of practicePIBIDFormação de professoresDeprivatization of practicePIBID.The article stems from a study on how to build teaching learning in the context Scholarship Programs for Teaching (PIBID) proposed by CAPES. Methodologically, we worked centrally with an exploratory questionnaire submitted to the new teachers (undergraduate fellows) of nine subprojects linked to five public universities located in the state of Rio de Janeiro that develop their actions in the initial years of Regular Elementary Education. The data, constructed and analyzed theoretically based on Cochran-Smith, approach aspects that resemble what the author characterizes as “deprivatization of practice” subprojects of two institutions. In order to better explore this concept and share part of what the GEPED - Group of Studies and Research in Teaching and Teacher Training has been developing according to the contributions of Cochran-Smith, the article presents, from the analysis of empirical data, descriptors of processes that can contribute to teacher training.El artículo se deriva de un estudio sobre cómo se construye el aprendizaje de la docencia en el contexto del Programa Institucional de Becas de Iniciación a la Docencia (PIBID) propuesto por la CAPES. Metodológicamente, se trabajó centralmente con un cuestionario exploratorio sometido a los licenciantes bursátiles del PIBID Pedagogía de nueve subproyectos vinculados a cinco universidades públicas situadas en el estado de Rio de Janeiro que desarrollan sus acciones en los años iniciales de la Enseñanza Fundamental regular. Los datos, construidos y analizados teóricamente basados en Cochran-Smith, se aproximan a aspectos que se asemejan a lo que la autora caracteriza como "deprivatization of practice" en subproyectos de dos instituciones. Con el fin de explorar mejor este concepto y compartir parte de lo que el GEPED - Grupo de Estudios e Investigaciones en Didáctica y Formación de Profesores viene desarrollando según las contribuciones de Cochran-Smith, el artículo presenta, a partir del análisis de datos empíricos, descriptores de datos procesos que pueden contribuir a la formación de profesores.O artigo decorre de um estudo sobre como se constrói a aprendizagem da docência no contexto do Programa Institucional de Bolsas de Iniciação à Docência (PIBID), proposto pela CAPES. Metodologicamente, trabalhou-se centralmente com um questionário exploratório submetido aos licenciandos bolsistas do PIBID Pedagogia de nove subprojetos vinculados a cinco universidades públicas situadas no estado do Rio de Janeiro que desenvolvem suas ações nos anos iniciais do Ensino Fundamental regular. Os dados, construídos e analisados teoricamente com base em Cochran-Smith, se aproximam de aspectos que se assemelham ao que a autora caracteriza como “deprivatization of practice” em subprojetos de duas instituições. Com intuito de explorar melhor este conceito e compartilhar parte do que o GEPED – Grupo de Estudos e Pesquisas em Didática e Formação de Professores vem desenvolvendo segundo as contribuições de Cochran-Smith, o artigo apresenta, a partir da análise de dados empíricos, descritores de processos que podem contribuir para a formação de professores.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/1104510.21723/riaee.v14i1.11045Revista Iberoamericana de Estudios en Educación; (2019) v. 14, n. 1, jan./mar.; 169-187Revista Ibero-Americana de Estudos em Educação; (2019) v. 14, n. 1, jan./mar.; 169-1871982-55872446-860610.21723/riaee.v14i1reponame:Revista Ibero-Americana de Estudos em Educação (Online)instname:Universidade Estadual Paulista (UNESP)instacron:UNESPporspahttps://periodicos.fclar.unesp.br/iberoamericana/article/view/11045/7887https://periodicos.fclar.unesp.br/iberoamericana/article/view/11045/7888https://periodicos.fclar.unesp.br/iberoamericana/article/view/11045/7978Copyright (c) 2019 Revista Ibero-Americana de Estudos em Educaçãoinfo:eu-repo/semantics/openAccessCampelo, Talita da Silvada Cruz, Giseli Barreto2019-06-25T00:29:40Zoai:ojs.pkp.sfu.ca:article/11045Revistahttp://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 |
“Deprivatization of Practice” as a strategic of initial teacher training in PIBID Education “Deprivatization of Practice” como posibilidad estratégica de formación inicial docente en el PIBID Pedagogía “Deprivatization of Practice” como estratégica de formação inicial docente no PIBID Pedagogia |
title |
“Deprivatization of Practice” as a strategic of initial teacher training in PIBID Education |
spellingShingle |
“Deprivatization of Practice” as a strategic of initial teacher training in PIBID Education Campelo, Talita da Silva Teacher training Deprivatization of practice PIBID Formación de profesores Deprivatization of practice PIBID Formação de professores Deprivatization of practice PIBID. |
title_short |
“Deprivatization of Practice” as a strategic of initial teacher training in PIBID Education |
title_full |
“Deprivatization of Practice” as a strategic of initial teacher training in PIBID Education |
title_fullStr |
“Deprivatization of Practice” as a strategic of initial teacher training in PIBID Education |
title_full_unstemmed |
“Deprivatization of Practice” as a strategic of initial teacher training in PIBID Education |
title_sort |
“Deprivatization of Practice” as a strategic of initial teacher training in PIBID Education |
author |
Campelo, Talita da Silva |
author_facet |
Campelo, Talita da Silva da Cruz, Giseli Barreto |
author_role |
author |
author2 |
da Cruz, Giseli Barreto |
author2_role |
author |
dc.contributor.author.fl_str_mv |
Campelo, Talita da Silva da Cruz, Giseli Barreto |
dc.subject.por.fl_str_mv |
Teacher training Deprivatization of practice PIBID Formación de profesores Deprivatization of practice PIBID Formação de professores Deprivatization of practice PIBID. |
topic |
Teacher training Deprivatization of practice PIBID Formación de profesores Deprivatization of practice PIBID Formação de professores Deprivatization of practice PIBID. |
description |
The article stems from a study on how to build teaching learning in the context Scholarship Programs for Teaching (PIBID) proposed by CAPES. Methodologically, we worked centrally with an exploratory questionnaire submitted to the new teachers (undergraduate fellows) of nine subprojects linked to five public universities located in the state of Rio de Janeiro that develop their actions in the initial years of Regular Elementary Education. The data, constructed and analyzed theoretically based on Cochran-Smith, approach aspects that resemble what the author characterizes as “deprivatization of practice” subprojects of two institutions. In order to better explore this concept and share part of what the GEPED - Group of Studies and Research in Teaching and Teacher Training has been developing according to the contributions of Cochran-Smith, the article presents, from the analysis of empirical data, descriptors of processes that can contribute to teacher training. |
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/11045 10.21723/riaee.v14i1.11045 |
url |
https://periodicos.fclar.unesp.br/iberoamericana/article/view/11045 |
identifier_str_mv |
10.21723/riaee.v14i1.11045 |
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/11045/7887 https://periodicos.fclar.unesp.br/iberoamericana/article/view/11045/7888 https://periodicos.fclar.unesp.br/iberoamericana/article/view/11045/7978 |
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.; 169-187 Revista Ibero-Americana de Estudos em Educação; (2019) v. 14, n. 1, jan./mar.; 169-187 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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1820236780841992192 |