Entre histórias e reflexões: narrativas de formação de professores supervisores do PIBID-química/UFJF

Abstract

This research is linked to the Graduate Program in Education at the Federal University of Juiz de Fora (UFJF), within the Languages, Cultures, and Knowledges research line, which encompasses many of the program's research projects on teacher training and work. This study aims to understand how supervising professors of the Institutional Teaching Initiation Grant Program (PIBID) within the UFJF Chemistry subproject perceive themselves as teachers and their careers after completing the program. The hypothesis underlying this research is that PIBID is a program with the potential to serve as a professional development process for supervising professors, as it enables the (re)signification of their pedagogical practices, and especially their professional identity. Based on this hypothesis, the research adopted a theoretical and methodological approach grounded in Narrative Inquiry, supported by studies by Marie-Christine Josso, Franco Ferrarotti, Walter Benjamin, Maria Isabel Cunha, and Paul Ricoeur. The Interview Cycle and Biogram proposed by Antonio Bolívar, Jesús Domingo, and Manuel Fernández were used as methodological tools. The research participants were three supervising professors who had already completed their participation in PIBID-Chemistry at UFJF. Their shared formative experiences regarding their training processes, participation in the program, and pedagogical practice were analyzed through three axes: a) How the supervising professors identify themselves as chemistry teachers; b) Motivations and implications of PIBID-Chemistry for practice; and c) Impact of PIBID-Chemistry on career and profession. The interpretations generated from the Interview Cycle indicated that the supervising teachers' participation in PIBID was motivated by personal support for classroom activities, financial support, and the desire to achieve the teaching they envisioned through the presence of undergraduate students. According to the supervisors who participated in this research, this participation and interaction with undergraduate students also provided opportunities for study, reflection on the profession and practice, and methodological renewal, serving as a formative space for supervising teachers. Thus, we conclude that PIBID enabled (re)significations of these supervising teachers' practice and identity based on a collective construction of teaching work.