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Institutional Scholarship Program for Starting Teachers – PIBID – and initial teacher education

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Author(s):
Marcelina Ferreira Vicente
Total Authors: 1
Document type: Master's Dissertation
Press: Presidente Prudente. 2016-03-31.
Institution: Universidade Estadual Paulista (Unesp). Faculdade de Ciências e Tecnologia. Presidente Prudente
Defense date:
Advisor: Yoshie Ussami Ferrari Leite
Abstract

Starting from a concept of teachers as critical and reflexive, this study is associated with the Education Graduate Program at FCT/UNESP in the line of research “Public Policies, School Organization and Teacher Education” and its general objective was to investigate how PIBID contributed to the process of initial training and the learning how to teach among students from the Mathematics teaching degree at the School of Science and Technology – FCT/UNESP, campus of Presidente Prudente/SP. With a qualitative approach and being a case study, the object of the research was the PIBID Group in the Mathematics teaching degree at the São Paulo State University “Júlio de Mesquita Filho”. Thus, the subjects were members of the group who participated in the process of preparing and developing pedagogical activities in public schools belonging the the State Education Network in the city of Presidente Prudente (SP). Semi-structured interviews were done with seventeen (17) persons, and one (1) of them was the PIBID group coordinator and sixteen (16) students who were scholarship holders in the program. I also adopted the procedure of observation, divided in two moments: class observation in which the activities prepared by the scholarship holders were conducted and the moments when the entire PIBID group got together in the meetings at the university. Documents that legally support the implementation of this Program at the university were reviewed, as well as the official documents that serve as the guidelines for the setup and development of PIBID. Data collected by means of documental review, by observation and by the interviews revealed contributions of the project so that a teachingdegree student may feel more secure and hold a critical view of the teaching and learning situations. Results highlighted how important it is to work, in the early teacher training, on situations that get the students closer to the school ambience, which helps in acquiring a professional identity. Measure that may effectively contribute to better articulate specific knowledge and pedagogical knowledge, as the school is the place where someone is trained and learns how to be a teacher. (AU)

FAPESP's process: 12/24188-6 - The Scholarship Program Initiation in Teaching - PIBID and initial teacher training
Grantee:Marcelina Ferreira Vicente
Support Opportunities: Scholarships in Brazil - Master