Interação universidade-escola e formação continuada de professores : percepções dos supervisores do PIBID de quimica da PUCRS

Abstract

This Master’s thesis has as its theme the continued education of teachers and presents the results of a research involving four public school teachers of Basic Education, acting as supervisors in the Chemistry subproject of the Teacher Training Scholarship Program (PIBID) of the Pontifical Catholic University of Rio Grande do Sul (PUCRS). By investigating the perceptions of the supervising teachers, this study aims to understand the impact of the interaction between the university and the school provided by PIBID in the continued formation of the supervisors of the field of Chemistry at PUCRS. Data were collected through semi-structured interviews, recorded in audio and transcribed faithfully, which were analyzed using Discursive Textual Analysis (DTA). The results showed categories organized in order to meet the specific objectives of this research, indicating that the university-school interactions experienced in PIBID originate in the two program's operational centers, in which the university and school work together in the elaboration of actions, starting with the actions of the group of participants that make up the subproject, the area coordinator, PIBID students from universities and supervisors working in schools.Concerning the subproject, the supervisors experience an environment of interaction fomented by the program Educating Through Research (EPP) where they are invited to exchange experiences, to develop an autonomous and critical view about their practice, to participate in the elaboration of actions using different teaching strategies, thus guiding the PIBID students and acting as co-supervisors together with the university, while getting closer to the academy, becoming familiar with academic theories and attending conferences as spectators or authors of their own researches. Some of the progresses observed are the support given to the teaching practice of the supervisor and to the participation in training environments in groups based on their practice, enabling the participants to share experiences, bringing together universities and schools and promoting professional development. The obstacles faced are based on the difficult work of the supervisors as intermediaries of the university in the schools where they work. The dedication of the PIBID students has also been noted, as was the transposition of the learning experienced to classroom activities.