LULINE SILVA CARVALHO
Abstract:
This research analyzes the Institutional Program of Geography Initiation Teaching Scholarships (PIBID) of the Federal University of Goiás (UFG) and its impacts on the teachers formation. PIBID is a public initiative that aims to contribute to teacher education process, from the link between the university and the school, offering a greater experience of the practice by the undergraduates, so the research sought to list how the program responds to the demands of training teacher nowadays. This research sought to answer the following questions: What are the demands for teacher education in the contemporary scenario? To what extent can PIBID contribute to the graduation qualification process in Geography? Thus, the research had as its general goal, to analyze the proposal of PIBID as a teacher formative experience, and as specific goals to identify the demands and challenges of Geography teacher education in the contemporary Brazilian context; know the proposal of PIBID at national level and practical experiences reported in the literature; verify with the actors involved (teachers, scholars, supervisors) in the Geography subprojects of the Jataí, Catalão and Goiânia Regional Regions of UFG, the perceptions about PIBID in teacher education; diagnose the formative practices carried out in the program from 2011 to 2014, in the UFG subprojects and evaluate the formative potentialities and weaknesses of the Geography PIBID. Some authors stand out, which contributed to the theoretical foundation of the work, and also to the definition of some categories of research analysis: Cavalcanti (2013), Libiliar (1994, 2008), Libiliar, Oliveira and Toschi (2012) Vazquez ( 1977) Callai (2000, 2013) Gauthier (1998), Nóvoa (1999,2007), Tardif (2014) Pimenta and Lima (2012) Limonta (2013) etc. This is a research with qualitative essence, which favors a case study, thus, four data sources were analyzed, corresponding to documents, semi-open and open questionnaires, semi-structured interviews and discussion groups. After survey of bibliographic studies, a documentary analysis was performed. Subsequently, we sought to establish contact with PIBID participants and former participants, linked to the roles of coordinators, supervisors, and teaching initiation fellows (IDB). Subjects who were considered to be eligible to participate in the research were those who had or have a bond of 10 months or more. As a final stage of data collection, the methodological procedure called discussion groups with the IDB was also applied. As a result of the research it was identified that the main demand for teacher education in the contemporary scenario is the praxis scope, from which the teaching practice should not occur unlinked. The data analysis showed that the Geography PIBID of UFG occurs differently in each Regional, even though everyone is seeking to qualify teacher education. Considering the subprojects, it was observed that the PIBID offers real possibilities to act as a stimulating instrument of a qualified formation, however, its efficiency is conditioned to the subjects of the action, which as the research results shows, has not always contributed to this. Considering the best practices observed, it was found that they were executed in subprojects that had: coordinators who had in education their main object of analysis, experienced supervising teachers who were involved in the planning and study groups proposed. These two elements directly influenced the students' perception of the program, as well as their practical experiences. With this work it's hoped that it can contribute by helping to improve the Pibidian experiences, favoring the formation of Geography teachers at UFG.
