Planning, action and reflection at PIBID: a Lesson Study with origami in light of the Didactic Suitability Criteria
This article aims to problematize the teaching practice actions developed within the scope of the Institutional Teaching Initiation Scholarship Program (PIBID) at a Brazilian public university. For this purpose, authors who discuss Class Studies and Teaching Suitability Criteria, as well as their co...
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| Format: | article |
| Status: | Published version |
| Publication Date: | 2024 |
| Country: | Brasil |
| Institution: | Universidade Estadual de Campinas (UNICAMP) |
| Repository: | Zetetiké (Online) |
| Language: | Portuguese English |
| OAI Identifier: | oai:ojs.periodicos.sbu.unicamp.br:article/8676780 |
| Online Access: | https://periodicos.sbu.unicamp.br/ojs/index.php/zetetike/article/view/8676780 |
| Access Level: | Open access |
| Keyword: | Didactic Suitability Criteria Lesson Study Initial teacher training Critérios de Idoneidade Didática Estudos de Aula Formação inicial de professores |
| Summary: | This article aims to problematize the teaching practice actions developed within the scope of the Institutional Teaching Initiation Scholarship Program (PIBID) at a Brazilian public university. For this purpose, authors who discuss Class Studies and Teaching Suitability Criteria, as well as their connections with initial teacher training, are used as theoretical foundations. The research methodology used for this followed a qualitative approach, of an exploratory nature, with a documentary nature. It is inferred that a reflection produced jointly from a Class Study context, which involved scholarship teachers, supervising teachers and the coordination of the subproject, with a view to meeting the Didactic Suitability Criteria, made the educational process qualified and improved as the practices took place. This gave students on the Mathematics Degree course who participated in PIBID the opportunity to build a plural education, being capable of reflecting beyond the content to be taught. |
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