Concepções de conhecimento escolar: potencialidades do Programa Institucional de Bolsa de Iniciação à Docência

Abstract

Considering the possibilities resulting from the Institutional Program of Teaching Initiation Scholarships (PIBID), this paper discusses the concepts of school knowledge and the challenges of project to transform basic schooling into an institution that takes intercultural perspectives in relation to school knowledge. Thus, it is understood that it is still a challenge for many elementary/ intermediate schools, to acknowledge and work with knowledge that are significant for the people who attend it. Funded by CAPES, in the context of PIBID, this paper presents the early results of a study on the conceptions of school knowledge that intertwine the teaching practice of teachers from public schools and scholarship holders for teaching initiation involved in the project. The research was developed through the study of intercultural aspects and its contemporary challenges, the follow-up of the work done in the schools and the use of questionnaires to students who had a teaching initiation scholarship granted by the Federal University of the State of Rio de Janeiro (UNIRIO), which implemented a project by means of the above mentioned program. We found, until now, that the concept of school knowledge has oscillated between conservative and emancipatory perspectives, and the latter are understood as those which, sharing the notion of well-living, attempt to integrate themselves into the needs of the communities and to share principles involving relationality, the correspondence and the complementarity, as emphasized by Catherine Walsh.

Teaching and Learning Chemistry: Contributions of Immersion Projects in Teaching to Teachers Training

“…However, with this group of teachers in training the result is different. We have found, therefore, data similar to those found by Garcia (2013), Fetzner and Souza (2012), and Schroeder and Wendling (2013), who highlighted in their works the rich learning space that teaching immersion projects provide for future educators. It was noted that four professors in training stated their intention to act as teachers in Higher Education.…”

“…These studies dwell on the improvement of teaching for Basic Education students from the projects of teaching initiation (Silveira & Schmidt, 2012;Santos, Silva & Benaduce, 2013;Silva-Miguel et al, 2014;Silva, 2014;Paludo, 2014), the continuing education of Basic Education teachers involved in these projects (Afonso, Marques & Marques, 2013;Nascimento Junior & Gonçalves, 2013;Jardilino, 2014), or discussed such projects in the sphere of public policy (Garcia & Higa, 2012). However, most studies (Corrêa & Portella, 2013, Garcia, 2013Lopes, 2014;Correia & Manrique, 2012;Fetzner & Souza, 2012;Schroeder & Wendling, 2013;Cozza, 2013;Santos, 2013) deals with immersion in teaching as a tool that has brought broad contributions to teachers training at undergraduate level. The studies cited in the previous paragraph are examples of the publication involving projects of immersion in teaching developed in teacher training institutions in Brazil.…”

A construção colaborativa do ato de ensinar: impactos do subprojeto A World of Englishes em contexto de formação inicial

“…Conforme já demonstrado em estudos anteriores (FETZNER;SOUZA, 2012;GOMES et al, 2015;JORDÃO, 2013;MAFRA;CORRÊA, 2015;MATEUS;SILVA, 2013;OLIVEIRA, 2017), o Pibid produz significativos impactos sobre os seus atores, tanto em termos de formação inicial quanto continuada, inclusive sobre os sujeitos que o coordenam. Em vista disso, buscou-se gerar dados sobre de que maneira os alunos-professores se sentem impactados pelo programa, bem como quais desafios se fazem presentes em termos de formação acadêmica e profissional.…”

Programa Institucional De Bolsa De Iniciação À Docência (Pibid): Desempenho De Bolsistas Versus Não Bolsistas

“…Through a study made by Fetzner and Souza (2012) about the interculturality and its contemporary challenges and the conservative and emancipatory perspective of school knowledge, it was found that, from an analysis of perception of the basic education professionals of schools, where are developed PIBID subprojects of Federal University of Rio de Janeiro State (UNIRIO), not infrequently schools consider their unique knowledge, thus, excluding itselves from the others. Thus, through the actions carried out by the fellows of teaching initiation and its supervisors, the program has been contributing to intensify cross-cultural perspectives normally overlooked by schools, although very important.…”