A CONTRIBUIÇÃO DO PIBID NA FORMAÇÃO INICIAL DE PROFESSORES: as produções acadêmicas dos estudantes do Curso de Pedagogia do Centro Universitário Franciscano

O presente artigo é resultado da pesquisa do Trabalho Final de Graduação (TFG), do Curso de Pedagogia, do Centro Universitário Franciscano (UNIFRA), Santa Maria/RS. O objetivo da pesquisa foi investigar as contribuições do Subprojeto PIBID-Pedagogia do Centro Universitário Franciscano na formação inicial dos acadêmicos do curso de licenciatura em Pedagogia da instituição. A metodologia utilizada foi a abordagem qualitativa de cunho bibliográfico, acompanhada da pesquisa documental para análise dos relatórios de atividades do PIBID/Pedagogia enviados à CAPES nos anos de 2011 a 2013. Como subsídio teórico utilizaram-se autores como Brasil (2010), Marcelo Garcia (1999), Marquezan (2010), Santos (2013), Tardif (2013). Espera-se que a pesquisa venha a contribuir com os estudos e práticas na formação inicial dos pedagogos, uma vez que o PIBID é de grande valia para a carreira profissional dos futuros pedagogos em formação inicial, já que os mesmos têm a possibilidade de atuar na realidade escolar e nas diversas atividades em que envolvem o PIBID, permitindo aos acadêmicos a vivência de diversificadas experiências, assim trazendo subsídios para a contribuição na sua futura atuação profissional.Palavras-chave: PIBID; Formação Inicial; Subprojeto de Pedagogia/UNIFRA.THE CONTRIBUTION OF PIBID IN INITIAL TEACHER TRAINING: the academic productions of the students of the Pedagogy Course of the Franciscan University CenterABSTRACTThis article is the result of research work Final Graduation (TFG), the School of Education, the Franciscan University Center (UNIFRA), Santa Maria / RS. The objective of the research is to investigate the contributions of Subproject PIBID-PEDAGOGIA the Franciscan University in the initial training of students from the degree course in Pedagogy of the institution. The methodology used was the qualitative bibliographic approach, and a documentary research was used to analyze the reports of activities of PIBID/Pedagogy sent to CAPES in the years 2011 to 2013. As a theoretical subsidy used to authors like BRAZIL ( 2010), MARCELO GARCIA (1999), Marquezan (2010), Santos (2013), Tardif (2013). It is hoped that the research will contribute to the study and practice in the initial training of teachers, since the PIBID is of great value to the professional career of pedagogues future in initial formation, since they have the possibility of acting in school reality and the various activities involving PIBID, allowing students to experience the diverse experiences thus bringing benefits to the contribution in their future professional activities.Keywords: PIBID; Initial formation; Subproject of Education/UNIFRA.LA CONTRIBUCIÓN PIBID EN FORMACIÓN INICIAL DE PROFESORES: producciones académicas de los estudiantes del Centro Universitario de la Educación Curso FranciscanaRESUMENEste artículo es el resultado de un trabajo final de investigación de la graduación (GFT), la Escuela de Educación, el Centro de la Universidad Franciscana (UNIFRA), Santa Maria / RS. El objetivo de la investigación es investigar las contribuciones de Subproyecto Universidad Centro-PIBID pedagogía franciscana en la formación inicial de los estudiantes de la licenciatura de Pedagogía de la institución. La metodología utilizada fue el abordaje cualitativo de cuño bibliográfico, siendo que se utilizó una investigación documental para el análisis de los informes de actividades del PIBID / Pedagogía enviados a CAPES en los años 2011 y 2013. Como un subsidio teórico utilizado para autores como Brasil ( 2010), Marcelo García (1999), Marquezan (2010), Santos (2013), Tardif (2013). Se espera que la investigación contribuirá al estudio y la práctica en la formación inicial de los maestros, ya que el PIBID es de gran valor para la carrera profesional de pedagogos futuro en la formación inicial, ya que tienen la posibilidad de actuar en realidad escolar y las diversas actividades que implican PIBID, lo que permite a los estudiantes experimentar las diversas experiencias con el consiguiente beneficio para la contribución en sus actividades profesionales futuras.Palabras clave: PIBID; Formación inicial; Subproyecto de Educación/UNIFRA.

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Use of theoretical concepts in lesson study: an example from teacher training

International Journal for Lesson and Learning Studies ◽

10.1108/ijlls-10-2014-0039 ◽

2015 ◽

Vol 4 (3) ◽

pp. 261-273 ◽

Cited By ~ 9

Author(s):

Daniel Martin ◽

Anne Clerc-Georgy

Keyword(s):

Teacher Training ◽

Lesson Study ◽

Initial Training ◽

Primary School Teachers ◽

Content Type ◽

Theoretical Concepts ◽

Initial Teacher Training ◽

Study Lesson ◽

Practical Implications

Purpose – The purpose of this paper is to present a lesson study (LS) approach implemented as part of the initial training of primary school teachers in a course on the oversight and accompaniment of learning. This course aims to develop students’ ability to analyse their practice and to shift attention to pupils’ learning processes. Design/methodology/approach – Data were collected on the contribution of the LS system and interaction protocols used in class, according to students. Findings – Qualitative analysis of this data shows the role played by the use of theoretical concepts in the quality of their planning, the depth of their analysis and the quality of their work in class. Practical implications – This work opens avenues for teacher training, in particular in terms of encouraging students to use theoretical concepts to prepare, implement and analyse their teaching. Originality/value – This approach is of interest in that it examines the use of theoretical concepts in a study lesson system during initial teacher training.

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O campo de saber artístico nos currículos de formação de pedagogos e seu eco nas escolas

EDUCAÇÃO E FILOSOFIA ◽

10.14393/revedfil.v33n69a2019-47001 ◽

2021 ◽

Vol 33 (69) ◽

pp. 1373-1400

Author(s):

Ana Cristina Moraes ◽

Luis Távora Furtado Ribeiro

Keyword(s):

Teacher Training ◽

Theoretical Basis ◽

Public University ◽

Training Curriculum ◽

Initial Formation ◽

Initial Teacher Training ◽

The Arts ◽

The University ◽

E Mail ◽

Bibliographic Study

* Doutora em Educação pela Universidade Estadual de Campinas (UNICAMP). Professora na Universidade Estadual do Ceará (UECE). E-mail: [email protected]. ** Doutor em Sociologia pela Universidade Federal do Ceará (UFC). Professor titular da Faculdade de Educação da Universidade Federal do Ceará (UECE). Professor-pesquisador do convênio de colaboração entre a l’Université Paris I Panthéon-Sorbonne (Laboratoire Phare - Philosophie, Histoire et analyse des representations économiques), a linha de pesquisa Marxismo, educação e luta de classes (e-luta) do Programa de Pós-Graduação em Educação Brasileira da Universidade Federal do Ceará (UFC) e o Mestrado Acadêmico Intercampi em Educação e Ensino (MAIE), da Universidade Estadual do Ceará. Professor-pesquisador do Convênio de Colaboração entre o Programa de Mestrado em Antropologia de Iberoamérica da Universidade de Salamanca (MAI) e Linha de Pesquisa Marxismo, Educação e Luta de Classes (E-Luta) do Programa de Pós-Graduação em Educação Brasileira da Universidade Federal do Ceará (UFC). E-mail: [email protected]. Resumo: O texto problematiza a legitimação das Artes como campo de saber nos currículos de cursos de Pedagogia. Reflete, pois, sobre formação inicial de pedagogos e o repertório artístico-cultural desses profissionais para atenderem às demandas escolares referentes ao ensino de Artes. Tomamos como base de fundamentação teórica, principalmente, a noção de campo de Bourdieu (2006; 2004; 1983) e sua idéia de consagração desse campo como um processo constituído relacionalmente. O trabalho traduz um estudo bibliográfico imerso no campo da Educação, guiado, entretanto, por reflexões sustentadas em observações e vivências estético-pedagógicas no âmbito da formação inicial docente, numa universidade pública estadual brasileira. Com o estudo, infere-se que à universidade cabe a responsabilidade estratégica de garantir a ampliação de componentes curriculares que abranjam saberes em Artes.Palavras-chave: Campo de saber. Artes. Formação de pedagogos. The field of artistic knowledge in the training curriculum of pedagogos and its echo in schools Abstract: The text problematizes the legitimization of the Arts as a field of knowledge in the curricula of Pedagogy courses. It reflects, therefore, on the initial formation of pedagogues and the artistic-cultural repertoire of these professionals to attend to the school demands related to the teaching of Arts. We take as theoretical basis mainly the notion of Bourdieu's field (2006, 2004, 1983) and his idea of consecration of this field as a process constituted relationally. The work translates a bibliographic study immersed in the field of Education, guided, however, by reflections sustained in observations and aesthetic-pedagogical experiences in the scope of initial teacher training, in a Brazilian state public university. With the study, it is inferred that the university has the strategic responsibility to guarantee the expansion of curricular components that cover knowledge in Arts.Keywords: Field of knowledge. Arts. Formation of pedagogues. El campo de saber artístico en los curriculos de formación de pedagogos y su eco en las escuelas Resumen: El texto problematiza la legitimación de las Artes como campo de saber en los currículos de cursos de Pedagogía. Refleja, pues, sobre formación inicial de pedagogos y el repertorio artístico-cultural de esos profesionales para atender a las demandas escolares referentes a la enseñanza de Artes. Tomamos como base de fundamentación teórica principalmente la noción de campo de Bourdieu (2006; 2004; 1983) y su idea de consagración de ese campo como un proceso constituido relacionalmente. El trabajo traduce un estudio bibliográfico inmerso en el campo de la Educación, guiado, sin embargo, por reflexiones sostenidas en observaciones y vivencias estético-pedagógicas en el ámbito de la formación inicial docente, en una universidad pública estatal brasileña. Con el estudio, se infiere que a la universidad cabe la responsabilidad estratégica de garantizar la ampliación de componentes curriculares que abarquen saberes en Artes.Palabras Clave: Campo de saber. Artes. Formación de pedagogos. Data de registro: 15/02/2019Data de aceite: 23/04/2020

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LA FORMACIÓN DE PROFESORES EN MATEMÁTICA A TRAVÉS DE 40 AÑOS DE LA REVISTA PARADIGMA

PARADIGMA ◽

10.37618/paradigma.1011-2251.0.p289-307.id854 ◽

2020 ◽

pp. 289-307

Author(s):

Natalia Fátima Sgreccia

Keyword(s):

Teacher Training ◽

Research Team ◽

Mathematics Curriculum ◽

Initial Training ◽

Current Line ◽

Initial Teacher Training ◽

Service Training ◽

Conceptual Relationships ◽

American Authors

Se realiza un recorrido por las publicaciones en la Revista a través de todos sus volúmenes y números, con especial atención a las relativas a la formación inicial de profesores en Matemática. A partir de la revisión efectuada, se identifican 12 artículos de interés, de autores iberoamericanos provenientes de seis países. Se reconocen dos principales asuntos centrales de tratamiento, relativos a perspectivas conceptuales relativas a la formación inicial de profesores en Matemática, con propuestas hacia planes institucionales, así como dispositivos específicos de formación inicial de profesores en Matemática, con especial énfasis en las TIC. Se comparte una síntesis del contenido de cada una de las obras ensayándose además relaciones conceptuales, a modo esquemático, entre las mismas. Finalmente, se comenta brevemente la línea de trabajo actual de la autora y su equipo de investigación en Argentina, que se encuentra en correspondencia con el tópico abordado.Palabras clave: Formación inicial. Profesorado en Matemática. Planes de estudio. Dispositivos de formación.A Formação de Professores de Matemática através de 40 anos da Revista ParadigmaResumoUma leitura pelas publicações da Revista é realizado em todos os seus volumes e números, com atenção especial às relacionadas à formação inicial de professores de Matemática. A partir da revisão realizada, foram identificados 12 artigos de interesse, por autores ibero-americanos de seis países. São reconhecidas duas questões centrais de tratamento, relativas às perspectivas conceituais relacionadas à formação inicial de professores de Matemática, com propostas de planos institucionais, bem como dispositivos específicos para a formação inicial de professores de Matemática, com ênfase especial nas TIC. Uma síntese do conteúdo de cada uma das obras é compartilhada, e as relações conceituais são esquematicamente testadas entre elas. Por fim, é discutida brevemente a atual linha de trabalho da autora e de sua equipe de pesquisa na Argentina, que corresponde ao tópico abordado.Palavras-chave: Formação inicial. Professores de Matemática. Planos de estudo. Dispositivos de formação.The Mathematic Teachers´s Education through 40 years of Revista Paradigma1AbstractA reading of the published papers in the Journal related to pre-service training of teachers of Mathematics is made through all its volumes and numbers, with special attention to those related to the initial training of teachers in Mathematics. From the review carried out, 12 articles of interest were identified, by Ibero-American authors from six countries. Two main central issues of treatment are recognized, relative to conceptual perspectives related to initial teacher training in Mathematics, with proposals for institutional plans, as well as specific devices for initial teacher training in Mathematics, with special emphasis on ICT. A synthesis of the content of each of the works is shared, and conceptual relationships are schematically tested between them. Finally, the current line of work of the author and her research team in Argentina, which is in correspondence with the topic addressed, is briefly shared.Keywords: Pre-service training. Career of Mathematics. Curriculum. Training’s devices.

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Contribuições do CHIC para identificar o significado do Pibid na formação inicial de professores de matemática

Revista de Produção Discente em Educação Matemática. ISSN 2238-8044 ◽

10.23925/2238-8044.2019v8i1p73-86 ◽

2019 ◽

Vol 8 (1) ◽

Author(s):

MARIA APARECIDA SILVA DE SOUZA ◽

SADDO AG ALMOULOUD

Keyword(s):

Teacher Training ◽

Undergraduate Students ◽

Basic Education ◽

Teaching Profession ◽

Integration Theory ◽

Multidimensional Data ◽

Initial Formation ◽

Initial Teacher Training ◽

Scholarship Program

ResumoEste trabalho objetiva mostrar parte dos resultados de uma pesquisa. Se insere no campo da formação inicial de professores e nasceu das reflexões acerca do Pibid (Programa Institucional de Bolsas de Iniciação a Docência) no curso de Licenciatura em Matemática. O programa, tem por finalidade apoiar a iniciação à docência de estudantes licenciandos, visando valorizar o magistério e contribuir para a elevação do padrão de qualidade da educação básica, pela integração: teoria, prática e universidade e escola. Para examinar os discursos, utilizamos a Análise de Dados Multidimensionais, empregando o método de análise de similaridade viabilizado pelo software CHIC: Classificação Hierárquica, Implicativa e Coesitiva. A análise pertmitiu afirmar que os significados são positivos para a formação inicial dos estudantes de Matemática. O Pibid contribuiu para o aprimoramento da formação desses sujeitos, oportunizando a prática, a reflexão sobre a prática, integrandotais significados em atividades de pesquisa e divulgação científica. Palavras-Chave: Pibid; Formação de professores; CHIC.AbstractThis work aims to show part of the results of a research. It is inserted in the field of initial teacher training and was born from the reflections about the Pibid (Institutional Scholarship Program) in the Mathematics Undergraduate course. The purpose of the program is to support the teaching of undergraduate students, in order to enhance the teaching profession and contribute to raising the standard of quality of basic education through integration: theory, practice and university and school. To examine the discourses, we used Multidimensional Data Analysis, using the method of similarity analysis made possible by the CHIC software: Hierarchical, Implication and Coefficient Classification. The analysis allowed affirming that the meanings are positive for the initial formation of the students of Mathematics. The Pibid contributed to the improvement of the training of these subjects, providing the practice, the reflection on the practice, integrating these meanings in activities of research and scientific dissemination.Keywords: Pibid; Teacher training; CHIC.

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UNESCO Strategy and Digital Policies for Teacher Training: The Deconstruction of Innovation in Spain

Journal of New Approaches in Educational Research ◽

10.7821/naer.2022.1.812 ◽

2022 ◽

Vol 11 (1) ◽

pp. 15

Author(s):

Lourdes Belén Espejo Villar ◽

Luján Lázaro Herrero ◽

Gabriel Álvarez López

Keyword(s):

Teacher Training ◽

Secondary Teachers ◽

Initial Training ◽

Training Process ◽

Digital Innovation ◽

Public And Private ◽

Formal Knowledge ◽

Initial Teacher Training ◽

Competency Frameworks ◽

Online Distance

This paper examines initial teacher training policies in the context of youth digitalisation. Based on international ICT competency frameworks for teachers (UNESCO, 2008, 2019) and information literacy, MIL (UNESCO, 2011), we analyse how Spanish (public and private) universities represent digital innovation, and the identity practices of young people, linked to hyperconnectivity. Focusing on initial training received by future secondary teachers, the sample was selected according to the criteria of non-presential learning (online, distance, blended) applied in the teacher training process. Results confirm ongoing deficiencies in critical teacher digitalisation management, highlighting certain asymmetries between the categories constructed. Data reveals the prevalence of intervention more geared towards formal knowledge than towards decoding digital grammar (which is how digitalisation is used in education). The paper concludes by advocating convergence strategies as a circular mechanism that must underpin all teacher training policies in the age of hyperconnectivity.

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EDUCATION AND DIGITAL INFORMATION AND COMMUNICATION TECHNOLOGIES: A THEORETICAL/PRACTICAL EXPERIENCE IN INITIAL TEACHER TRAINING

Cadernos de Educação Tecnologia e Sociedade ◽

10.14571/brajets.v11.n2.228-237 ◽

2018 ◽

Vol 11 (2) ◽

pp. 228

Author(s):

Ronaldo Nunes Linhares ◽

Luiz Rafael Dos Santos Andrade

Keyword(s):

Teacher Training ◽

Information And Communication Technologies ◽

Communication Technologies ◽

Practical Experience ◽

Theory And Practice ◽

Digital Information ◽

Initial Training ◽

Initial Teacher Training ◽

Information And Communication ◽

The Relationship

This article aims to discuss the relationship between theory and practice in the initial training of teachers for the use of Digital Information and Communication Technologies (DICT), based on an experience report from a class of Education and Communication Technologies, of the course of licenciatura in pedagogy, of Tiradentes University (Unit). As procedures were qualitatively analyzed the participation of students during and after the pedagogical activities developed in this discipline, on the use of DICT in initial teacher training. The sources, the productions and the evaluations of the experience were considered through questionnaire responses. As results we find that the answers and activities contribute with the vision that the future teachers are connected in the daily by technological devices, however they face considerable challenges related to the training for the use of these technologies in teaching, in what concerns the domain of communication potentialities of mediation of DICT for teaching practices in and outside the classroom.

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Augmented Reality in Higher Education: An Evaluation Program in Initial Teacher Training

Education Sciences ◽

10.3390/educsci10020026 ◽

2020 ◽

Vol 10 (2) ◽

pp. 26 ◽

Cited By ~ 6

Author(s):

José Manuel Sáez-López ◽

Ramón Cózar-Gutiérrez ◽

José Antonio González-Calero ◽

Cosme J. Gómez Carrasco

Keyword(s):

Teacher Training ◽

Augmented Reality ◽

Primary Teachers ◽

Wilcoxon Test ◽

Initial Training ◽

Initial Teacher Training ◽

Open Questions ◽

The University ◽

University Training ◽

The Impact

One of the emerging technologies that have sparked greater interest in pedagogical contexts is augmented reality. This paper aims to assess the impact, practices and attitudes that are generated from augmented reality in the initial training of future teachers, and the presence of these practices in a university training context. The study was carried out with 87 trainee primary teachers. Information was obtained by applying the Wilcoxon test. The qualitative data obtained in open questions were also triangulated. It is emphasized that students do not habitually use this resource at the university, and that with these practices there is sometimes a certain amount of distraction, and even of time being wasted. From the data analyzed, we also highlight that once the availability of resources, class planning and initial teacher training are overcome, augmented reality provides benefits and advantages centered on pedagogies that allow for greater enthusiasm on the part of the students, with significant advantages in creativity, innovation, participation, and especially in the motivation of participants. Coinciding with recent research, our results underline the need for initial training so as to be able to design and apply practices with augmented reality in teaching, and to take advantage of the aforementioned benefits.

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A universitarização dos cursos de formação inicial de professores da educação básica... / The universitization of initial training courses of basic education teachers...

Cadernos CIMEAC ◽

10.18554/cimeac.v7i2.2060 ◽

2017 ◽

Vol 7 (2) ◽

pp. 82

Author(s):

Danielle Aparecida dos Reis

Keyword(s):

Teacher Training ◽

Professional Training ◽

Basic Education ◽

Practical Knowledge ◽

Initial Training ◽

Initial Teacher Training ◽

Teacher Professionalization ◽

Training Courses ◽

Theoretical Reflection ◽

Do So

Este é um trabalho resultante de uma reflexão teórica que visa identificar os limites e as possibilidades oferecidos pela universitarização dos cursos de formação inicial de professores para a profissionalização docente, além de pontuar e analisar as alternativas propostas para a superação das possíveis limitações identificadas. Para tanto, foi realizada uma pesquisa bibliográfica a fim de reunir as diferentes considerações de autores da área e que discorrem sobre esse tema. Conclui-se que, embora a universitarização tenha assegurado aos professores uma formação embasada em conhecimentos científicos e tenha incentivado a pesquisa no âmbito do ensino, os conhecimentos práticos da docência têm sido desvalorizados, limitando a aproximação dos professores em formação do cotidiano escolar, aspecto que é considerado essencial para a formação profissional do docente. Nesse sentido, destaca-se a necessidade de que esses cursos sejam reformulados, a fim de que essa deficiência seja eliminada.Palavras-chave: Profissionalização docente; Universitarização; Formação inicial de professores. ABSTRACT: This is a work resulting from a theoretical reflection that aims to identify the limits and possibilities offered by the universitization of the courses of initial teacher training for teacher professionalization, as well as to punctuate and analyze the proposed alternatives to overcome the possible limitations identified. In order to do so, a bibliographical research was carried out in order to gather the different considerations of authors of the area and to discuss this topic. It is concluded that, although universitization has assured teachers a training based on scientific knowledge and has stimulated research in the field of teaching, the practical knowledge of teaching has been devalued, limiting the approximation of teachers in daily school education, which Is considered essential for the professional training of teachers. In this sense, it is important to emphasize the need for these courses to be reformulated in order to eliminate this deficiency.Keywords: Thearcher`s Professionalization; Universitization; Initial teacher training.

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LA FORMACIÓN DE PROFESORES EN MATEMÁTICA A TRAVÉS DE 40 AÑOS DE LA REVISTA PARADIGMA

PARADIGMA ◽

10.37618/paradigma.1011-2251.2020.p289-307.id854 ◽

2020 ◽

pp. 289-307

Author(s):

Natalia Fátima Sgreccia

Keyword(s):

Teacher Training ◽

Research Team ◽

Mathematics Curriculum ◽

Initial Training ◽

Current Line ◽

Initial Teacher Training ◽

Service Training ◽

Conceptual Relationships ◽

American Authors

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Education for Ethnic-Racial Relations in the new Curriculum Guidelines and in the Common National Base for the Initial Training of Brazilian Teachers: Implications for the Teaching of Anti-Racist Science and Biology

Science Education International ◽

10.33828/sei.v32.i4.13 ◽

2021 ◽

Vol 32 (4) ◽

pp. 374-383

Author(s):

Joaklebio Alves da Silva ◽

◽

Monica Lopes Folena Araújo ◽

Keyword(s):

Teacher Training ◽

Ethnic Groups ◽

Qualitative Approach ◽

Educational Policies ◽

Initial Training ◽

Initial Teacher Training ◽

Racial Relations ◽

Curriculum Guidelines ◽

The Common ◽

Race Category

By ethnic-racial relations one understands the relations established between ethnic groups whose base is guided by race category, seen on a social perspective. Schools should be an environment propitious to the promotion of Education for Ethnic-Racial Relations, the teacher being an indispensable agent in this process. The present study is characterized as documentary research with a qualitative approach that sought to analyze, in a comparative perspective, evidence of a proposal for Education for Ethnic-Racial Relations present and/or absent in the Curriculum Guidelines and in the Common National Base for Initial Teacher Training (Resolution 2/2019), as well as the possible implications for the teaching of anti-racist Science and Biology in Brazil. The study leads us to conclude that the new Curricular Guidelines and the Common National Base for the Initial Teacher Training do not bring concrete evidence of an effective proposal for Education for Ethnic-Racial Relations as proposed by Resolution 2/2015, which was hastily revoked by Resolution 2/2019. The absence of these indications tends to result in negative implications for the teaching of anti-racist Science and Biology, since it was previously supported, we had found in the guidelines for teacher training an alternative to insert the study of ethnic-racial relations in undergraduate courses in the area. We hope that this study will collaborate for research in the area of teacher training and ethnic-racial relations in the teaching of Science and Biology, especially for educational policies aimed at training teachers.

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