Banca de DEFESA: PAULA CRISTINA GALDINO GUIMARÃES

Uma banca de DEFESA de MESTRADO foi cadastrada pelo programa.
DISCENTE : PAULA CRISTINA GALDINO GUIMARÃES
DATA : 29/07/2020
HORA: 09:00
LOCAL: Sala Virtual
TÍTULO:

UNIVERSITY-SCHOOL RELATIONSHIP IN THE INSTITUTIONAL PROGRAM OF SCHOLARSHIPS FOR BEGINNER TEACHERS-PIBID: A STUDY GROUNDED ON CAPES THESES AND DISSERTATIONS CATALOGUE (2012-2018)

PALAVRAS-CHAVES:

Teacher-training policy. PIBID. University-school relationship

PÁGINAS: 288
GRANDE ÁREA: Ciências Humanas
ÁREA: Educação
RESUMO:

University and school make up essential spaces in teacher education, but their integration has historically been marked by a vertical relationship. However, in Brazil, since the 1990s, through studies, research and teacher training policies, a collaborative relationship has been advocated. In turn, the Institutional Program for Beginner Teacher Scholarships-PIBID, instituted in 2007, by Normative Ordinance No. 38 of the Ministry of Education, constitutes one of the main policies in this sense, as it promotes teaching value and the initiation to teaching through a partnership between Higher Education Institutions - IES and public schools of basic education. For the relevance of this Program and the fact that there is already a high number of researches on it, this study has aimed to understand the university-school relationship based on CAPES dissertations and theses that took it as the object of study, considering the most important aspects pointed out and what they reveal about the possibilities of building a less hierarchical and collaborative relationship. In this scope, the present research is bibliographic, tracing paths of the “state of knowledge” in the mapping and characterization of the research, according to Romanowski and Ens (2006), and paths of the Textual Discursive Analysis-ATD, by Roque Moraes (2003), to answer the research question: what do CAPES 'dissertations and theses point out and reveal about the university-school relationship in the context of PIBID? The survey in the CAPES Theses and Dissertations Catalogue (2012-2018), has led us to 822 surveys, from which 117 investigations related to the object of study were identified. However, submitted to a script for the analysis of the level of relationship with the object of study, only twelve investigations of “total relationship” were identified, which contemplated the question in its general objective, these being the main sources of study of this research. The result of the analytical process on the dissertations and theses of total relation made it possible to identify the most pointed aspects: motivations to integrate / take part in Pibid; construction of common interests / objectives; formative space-times; developed actions / activities; the performance of school teachers; university-school interactions; conflicts / tensions; glimpses of the construction of the collaborative relationship; limitations, challenges, criticisms and uncertainties; impacts and contributions of PIBID; PIBID as public policy; notes on the university-school relationship and teacher training model. The analysis of these aspects has exposed us to many challenges in this partnership, such as: the precarious working conditions of the public school teacher, which prevent him from fully taking part in the actions proposed in PIBID; the incipient scientific formation in the graduation to carry out research on their own practice; the predominance of the technicist paradigm in teacher education; the little involvement of the collective of both institutions, among other constraints. The unveiling of the aspects indicated allowed us to understand that the university-school relationship in PIBID is complex and presents constructions that go from a verticalized relationship (more common) to a cooperative and even collaborative horizontal relationship (these are rarer and take time to be built). As a matter of fact, these are university-school relationships, in which, despite the tendency to be hierarchical, it is possible to build them horizontally, even collaboratively, by re-signifying motivations, open dialogue, negotiating expectations and needs, actions built collectively and through shared leadership, among other conditions.

MEMBROS DA BANCA:
Presidente - 1278761 - SOLANGE HELENA XIMENES ROCHA
Interna - 1030394 - TANIA SUELY AZEVEDO BRASILEIRO
Interno - 1432784 - JOSE RICARDO E SOUZA MAFRA
Externa ao Programa - 2408310 - MARIA ANTONIA VIDAL FERREIRA
Externo à Instituição - DARIO FIORENTINI - UNICAMP