Sentidos de docência no programa institucional de bolsas de iniciação à docência: o PIBID de física na formação inicial e nos primeiros passos na educação básica

Abstract

This dissertation presents a study on Brazilian public policies for teacher training, focusing on the Institutional Program for Teaching Initiation Grants (PIBID) in the undergraduate course in Physics at the Federal University of Juiz de Fora (UFJF). Its objective is to investigate the meanings of teaching for Basic Education, developed within the scope of PIBID, by participating students (PIBID students) and graduates of the program, already working as teachers in High School. For this investigation, we chose a qualitative methodological approach, which initially included a literature review in search of recent productions on the theme of teacher training, PIBID and meanings of teaching in Basic Education. Bibliographic and documentary research was carried out, as well as interviews with the Institutional Coordinator of PIBID/UFJF, with the PIBID Area Coordinators of the Physics course/UFJF and interviews in the form of an open questionnaire via Google Forms with the research participants (PIBID students and PIBID graduates). The analysis carried out based on the open questionnaire applied to PIBID students and graduates was guided by the perspective of Content Analysis, which suggest the study and analysis of the meanings and signifiers contained in the communicative elements, in this case, in the information externalized in the responses to the applied form. From the organization and analysis of the comparative tables between the data provided by the two participating groups, it was possible to perceive that participation in PIBID contributed, in both groups, to the construction of a sense of teaching that recognizes content mastery as an important element for training, but that goes beyond this vision by understanding that it is also necessary to be sensitive to the reality of students, schools and the teaching profession itself, developing a perspective committed to academic training, professional ethics, citizenship and the promotion of a dialogical school environment, of horizontality between teachers and students.