A pesquisa na formação docente: perspectivas e possibilidades do PIBID no ensino de ciências

Abstract

This research aimed to investigate the contributions of PIBID-IFAM to the initial formation of Science-Biology teachers, taking as reference the perspective of the research teacher, finding in the following question his primary reference: How the PIBID, as a public policy, can promote the development of the investigative posture in undergraduates, contributing to the formation of the research teacher? The research, qualitative in nature, had as its data source the following documents: Announcement PIBID MEC / CAPES (01/2007), PIBID / IFAM Institutional Project (2009) and IFAM Biology Subproject (2012). In addition to the document analysis, an interview was conducted with eight PIBID / IFAM fellows from Biology. Divided into four stages, the research included: Preliminary Research and Document Analysis; Pilot test; On- site research and; Analysis and Discussion of Results, in the light of Discursive Textual Analysis. The research allowed us to reflect on the meanings attributed to PIBID, by the research collaborators and the analyzed documents, regarding their contributions to the initial teacher education, their potentialities and limitations based on the planned actions. Among the findings, we mention that PIBID is perceived as a public policy program that promotes professional enhancement, encouraging the training of teachers for basic education and contributing to an improvement of this formative process. It was also found that the university-school cooperation model allows the undergraduates to perceive, in the opportunity to reflect on the teaching practice and the school reality, some meanings of the future profession, configuring the basic education school as a field of experience. which leads to the improvement and production of new knowledge in initial training. It was also possible to realize that the IFAM Biology Subproject, by proposing theoretical study groups focused on reflection on educational research and teaching practice, contributes to the formation of the research teacher. However, some data indicate that, in general, the practical activities of PIBID are disciplined. In this sense, considering teacher education as a dynamic process of resignification and future actions of PIBID under new perspectives, we propose as the main contribution of this research the Freirean Thematic Research to think research as a mitigating of the teaching processes that consider the applicability of a structure. Science / Biology curriculum content for other processes based on the students' thematic universe.