Positive and negative impacts of Subproject PIBID Natural Sciences in teaching training
The purpose of this study is to analyze the impacts on the training of graduates through the Programa Institucional de Bolsa de Iniciação à Docência (PIBID) [Program of Initiation to Teaching Scholarship], Universidade Federal Fluminense (UFF). To that end, a questionnaire was applied to 10 graduate...
| Autores: | , , |
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| Tipo de recurso: | artículo |
| Estado: | Versión publicada |
| Fecha de publicación: | 2020 |
| País: | Brasil |
| Institución: | Centro Universitário La Salle (Unilasalle) |
| Repositorio: | Revista de Educação, Ciência e Cultura |
| Idioma: | portugués |
| OAI Identifier: | oai:ojs.revistas.unilasalle.edu.br:article/5666 |
| Acceso en línea: | https://revistas.unilasalle.edu.br/index.php/Educacao/article/view/5666 |
| Access Level: | acceso abierto |
| Palabra clave: | Science Teaching Teacher Training PIBID. Ensino de Ciências Formação de Professores |
| Sumario: | The purpose of this study is to analyze the impacts on the training of graduates through the Programa Institucional de Bolsa de Iniciação à Docência (PIBID) [Program of Initiation to Teaching Scholarship], Universidade Federal Fluminense (UFF). To that end, a questionnaire was applied to 10 graduates who were part of the PIBID Natural Sciences Subproject at the “Escola Viva” Municipal School, Professor Edy Belloti, located in Santo Antônio de Pádua / RJ, in the period of 2014 and 2015. The questionnaire applied was composed of two open questions, which dealt with the positive and negative aspects of the Program, according to the perspective of the graduates. The results indicate a change in the attitude of the students as future teachers, who in their initial formation suffered a positive influence of the Program, seeking to relate theory and practice in the construction of a quality education, directly affecting their identity, professional and personal. During this process the graduates were led to reflect on the challenges found inside and outside the classroom, to find solutions to the obstacles and to overcome the traditional teaching model rooted in Brazilian schools. The present paper corroborates other studies that have demonstrated how a well-structured national public policy of initial teacher training can contribute to the valorization of the teaching profession, encouraging teacher education at the higher level for Basic Education through the insertion of the teacher into daily training school. |
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