A formação de professores em comunidades de prática por meio da participação no PIBID de química em instituições de ensino superior no Estado do Rio Grande do Sul

Abstract

This thesis presents the results of an investigation carried out within groups of the Pibid Chemistry subproject, in six Higher Education Institutions in the State of Rio Grande do Sul, Brazil, bringing together testimonies of 41 licensees, 5 area coordinators and 13 professors of Chemistry graduates of Pibid, teaching in secondary schools. The research sought to answer the following question: How does participation in Pibid, in the form of a community of practice, impact the training and teaching practice of Chemistry teachers in the State of Rio Grande do Sul? Thus, the general objective of this research was to investigate the impact of participation in Pibid, in the form of a community of practice, in the training and teaching practice of chemistry teachers in Rio Grande do Sul. The research data were obtained through interviews semi-structured with groups of scholarship recipients to the teaching of six Higher Education Institutions and questionnaires sent to Area Coordinators and Pibid graduates. The transcribed interviews and the questionnaires were treated by Discursive Textual Analysis. The analysis of the answers produced arguments that support the thesis that the actions carried out within the scope of the Pibid act in the form of communities of practice, because their internal organization and its results are equated with the theoretical assumptions of this way of formative action. Thus, the participation of graduates in Pibid plays a fundamental role in teacher training, in the permanence of these subjects in the Degree in Chemistry and in the development of interest in teaching and acting in the public school, consistent with the objectives of the Program It is also argued that the Pibid in the institutions investigated contributes to the continued formation of the teachers involved, both supervisors and other teachers of the schools, who participated in some action of this Program. Thus, even with some difficulties identified, it is argued that the Pibid needs to be better evaluated and qualified to be effective as a public policy capable of consolidating itself and making a difference in the training of teachers in the country.