Title:	Formação e currículo : a experiência do PIBID na educação física da UnB
Authors:	Behmoiras, Daniel Cantanhede
Orientador(es)::	Borges, Lívia Freitas Fonseca
Assunto::	Programa Institucional de Bolsa de Iniciação à Docência (PIBID) Docência Currículo Formação de professores
Issue Date:	25-Jun-2020
Data de defesa::	17-Dec-2019
Citation:	BEHMOIRAS, Daniel Cantanhede. Formação e currículo: a experiência do PIBID na educação física da UnB. 226 f.. 2019. Tese (Doutorado em Educação)—Universidade de Brasília, Brasília, 2019.
Abstract:	The present doctoral thesis aimed to understand the importance of the Institutional Program for Teaching Initiation Scholarships - PIBID, within the Faculty of Physical Education of UnB, for the training of teachers participating in the Program. The central question was the following: how do the FEF/ UnB graduates that took part at PIBID and, are employed after graduation evaluate / understand the appropriation of knowledge related to the teaching practice from the experience of the Program, Physical Education subproject, between the years of 2011 and 2013? The study employed qualitative research as a methodological basis, as instrument of data collection we proposed the interview, the questionnaire and reports of the Program and we used as a reference the content analysis to analyze the data. PIBID proved to be a successful education policy, as it provided participants with great learning, such as the appropriation of experimental and attitudinal knowledge, and also by enabling the students a deep immersion in the school reality, revealing its contradictions, problems, advances and possibilities. The graduates showed interest in learning and the scholarship was important for the development of university activities. At the same time, PIBID allowed participants to assess whether teaching in basic education was in fact the professional interest, which did not happen to everyone. Most of the graduates surveyed teach in public schools in the Federal District. Another positive aspect was the longitudinal format, lasting at least two years, which enabled a more fruitful relationship with the school when compared to the Supervised Internship. The relationship between theory and practice was also an issue strengthened in this formative experience. The knowledge learned in the program has been very important for the professional development of graduates. University and school teachers felt valued and were very enthusiastic for the development of teaching. The research has shown that the positive points of the Program should be appropriated by the teacher training curriculum, so we propose the creation of a course on the initiation to teaching to be offered throughout the course, from the first semester with the prospect that it may serves as the structural axis of the curriculum.
metadata.dc.description.unidade:	Faculdade de Educação (FE)
Description:	Tese (doutorado)—Universidade de Brasília, Faculdade de Educação, Programa de Pós-Graduação em Educação, 2019.
metadata.dc.description.ppg:	Programa de Pós-Graduação em Educação
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Appears in Collections:	Teses, dissertações e produtos pós-doutorado

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