Estudo das repercussões do PIBID na formação e na atuação docente na percepção de egressos de curso de licenciatura em química

Abstract

In the past few years, the theme of teacher formation has been present in researches and has been a topic of constant debate in the governmental and university spheres. The model of teacher formation is marked primarily by the teaching of disciplinary content to the detriment of pedagogical content, even if already contested, is still present. In addition, teacher formation still finds it difficult to associate the theory learned at the University with professional practice. In this context, the Institutional Teaching Initiation Scholarship Program emerges with the objective of encouraging teacher formation and raising the quality of their formation in undergraduate courses. The research presented here aimed to investigate the impacts of the Program, based on the following research problem: How does the participation in an initiation of formation scholarship of Pibid contribute to the formation of teachers of Chemistry and for its insertion and teaching performance, in the perception of graduates of this Program? To this end, data were produced by applying a questionnaire to 40 graduates of the Program, from the Chemistry subproject, from a Higher Education Institution in Rio Grande do Sul. Afterwards, semi-structured interviews were conducted with five of those questionnaire respondents already licensed in Chemistry and working in Basic Education. The information was analyzed using Textual Discursive Analysis. The results of this analysis show that Pibid contributes to teacher formation, as it provides an understanding of the teaching workplace, which promotes initial experience and enables a better understanding of students, reducing the distance from the theory learned at Universities and professional practice. In addition, the results indicate that participating in the Program facilitates the insertion in the professional market, as it provides the experience that is so valued by educational institutions. The repercussions of participation as in the Program are also evidenced in the professional practice of these teachers, as the opportunized learning reverberates in their daily activities, with emphasis on the importance attributed to the participation of the student so that the teaching and learning processes are effective. Therefore, this case, shows the importance of the Program as a public policy to encourage teacher training and concludes that it needs to be continued in order to favor the qualified training of an increasing number of Chemistry teachers.