Contribui??es do Pibid para a forma??o inicial de professores : a terceira margem do rio

• Main Author: Gonzatti, S?nia Elisa Marchi
• Other Authors: Vit?ria, Maria In?s Corte
• Format: Others
• Language: Portuguese
• Published: Pontif?cia Universidade Cat?lica do Rio Grande do Sul 2015
• Subjects: EDUCA??O; PROFESSORES - FORMA??O PROFISSIONAL; EDUCA??O CONTINUADA; INOVA??O; CIENCIAS HUMANAS::EDUCACAO
• Online Access: http://tede2.pucrs.br/tede2/handle/tede/6245

Submitted by Setor de Tratamento da Informa??o - BC/PUCRS ([e-mail]) on 2015-08-07T12:08:12Z No. of bitstreams: 1 473100 - Texto Completo.pdf: 1625851 bytes, checksum: 96942432286979d23af8dbcb9eb305ef (MD5) === Made available in DSpace on 2015-08-07T12:08:12Z (GMT). No. of bitstreams: 1 473100 - Texto Completo.pdf: 1625851 bytes, checksum: 96942432286979d23af8dbcb9eb305ef (MD5) Previous issue date: 2015-06-18 === This study focuses on the main contributions of the Institutional Scholarship Program for Teaching Initiation (PIBID) to qualify teachers? initial education from an innovation educational perspective. Innovation is conceived from a theoretical and epistemological perception presuming tension and ruptures of principles supporting prevailing education models. Such approach was chosen since PIBID is an innovative program, which aims to tension educational teaching models and enhance the interaction between university and school. The theoretical-methodological investigation attempted to discuss teaching initiation as innovative proposal in the context of teachers? education. Regarding to methodology, a case study was carried out as an interdisciplinary subproject of PIBID in a Community Institution of Higher Education of Rio Grande do Sul. Data was collected through interviews and observations with the scholarship teamwork in three partner schools. Aiming at discussing educational innovation in the program, two study approaches were developed. The first one aimed to reflect on the contributions of PIBID regarding the models of teaching education. Reconsidering connection between theory and practice and the interdisciplinary perspective and the school as a learning teaching environment are empirical highlighted aspects that indicate ruptures and innovation regarding such models. The second study approach aimed to investigate the interaction of PIBID with the school culture. Interdisciplinary practice and epistemological and methodological implications emerge as the main factors that cause tensions and ruptures with the school culture hegemony. Results indicate that teaching initiation as an experience of teacher education reinvention has become an area of confluence and contrast of perspectives, beliefs and conceptions about teaching. Therefore, PIBID ? herewith designed as the third bank of the river - has fulfilled its purpose concerning teacher?s education. === Este estudo apresenta as principais contribui??es do Programa Institucional de Bolsa de Inicia??o ? Doc?ncia (Pibid) para qualificar a forma??o inicial de professores, na perspectiva da inova??o educativa. A inova??o ? concebida segundo uma perspectiva te?rico-epistemol?gica que pressup?e rupturas e tensionamentos com os princ?pios que sustentam os modelos formativos dominantes. Optamos por essa abordagem tendo em vista que o Pibid ? um programa de car?ter inovador, que visa a tensionar os modelos de forma??o docente e a intensificar a intera??o entre universidade e escola. O percurso te?rico-metodol?gico da investiga??o foi concebido buscando discutir a tese da inicia??o ? doc?ncia como proposta inovadora no ?mbito da forma??o docente. Em termos metodol?gicos, foi realizado um estudo de caso no ?mbito do subprojeto Interdisciplinar do Pibid em uma Institui??o de Ensino Superior comunit?ria do Rio Grande do Sul. A coleta de dados ocorreu por meio de entrevistas e de observa??es de campo junto aos grupos de trabalho dos bolsistas em tr?s escolas parceiras. Na dire??o de discutir a tese da inova??o educativa constru?da nesse programa, desenvolvemos dois enfoques de an?lise. O primeiro deles visa a refletir sobre as contribui??es do Pibid no que diz respeito aos modelos de forma??o docente. A ressignifica??o da rela??o entre pr?tica e teoria, a perspectiva interdisciplinar e a escola como um espa?o de aprendizagem sobre a doc?ncia s?o os aspectos emp?ricos destacados que sinalizam rupturas e inova??es no que diz respeito a esses modelos. O segundo enfoque de an?lise intenta investigar a intera??o do Pibid com a cultura escolar. As pr?ticas interdisciplinares e suas implica??es epistemol?gicas e metodol?gicas emergem como o principal fator que provoca tensionamentos e rupturas com a cultura escolar hegem?nica. Os resultados apresentados indicam que a inicia??o ? doc?ncia, como experi?ncia de reinven??o da forma??o docente, tem se constitu?do como um espa?o de conflu?ncia e de contraste de perspectivas, de cren?as e concep??es sobre a doc?ncia. Portanto, o Pibid ? concebido nesse estudo com o a terceira margem do rio - tem cumprido os seus prop?sitos no que tange ? inova??o na forma??o de professores.