O PIBID como elemento formativo e as concepções pedagógicas: um estudo a partir das percepções dos participantes de um subprojeto de biologia
Fecha
2023-08-11Autor
Silva, Yara Rosa Romanelli Campos Gonçalves da
Metadatos
Mostrar el registro completo del ítemResumen
The research has as general objective to investigate, through the perceptions of its
participants, the Institutional Program of Scholarships for Initiation to Teaching (PIBID)
– Biology as a formative element of science and biology teachers, from the pedagogical
conceptions. The specific objectives are: to understand how the coordinators, students
and references identify the PIBID - Biology as a formative element for future teachers of
science and biology; investigate which pedagogical conceptions can be perceived in
PIBID – Biology and to understand how these conceptions can influence the formative
process and to analyze how the participants understand the activities promoted by PIBID Biology as formative elements, from the pedagogical conceptions that seem to underlie
them. The research with a qualitative approach was based on carefully describing its
methodological processes through a high scientific rigor of the data. These data came
from a semi-structured interview, documentary analysis, bibliographic analysis and
application of an online questionnaire. To understand and discuss the data, we used
content analysis along with categorization, where this was analyzed in the light of the
theoretical framework and the perceptions that could be inferred. The categories
discussed are, respectively: PIBID as a formative element; Pedagogical conceptions and
formative activities carried out in PIBID and pedagogical conceptions. Thus, when
seeking to understand how the PIBID can be a formative element for teachers,
understanding this issue through the pedagogical conceptions underlying it, we can
conclude that the PIBID It is a very important formative space, being a promising program
regarding the qualification of teacher learning in teacher training courses, because it puts
students in direct contact with the practice of teachers, charging them to assume and
perform attributions and actions jointly with peers and thus, forming a teacher. In
addition, we understand that the presence of the conceptions that guide the teaching
practice of teachers may be present in PIBID – Biology from the approaches classified
by the author Mizukami herself (1986), this being the traditional, humanist, cognitivist,
behaviorist and socio-cultural, the latter being the most noticeable according to the data.
Thus, it is through the characteristics of these conceptions that the activities that the
project proposes are built and can thus contribute to the understanding and constitution
of the conceptions of the future teacher.
Colecciones
El ítem tiene asociados los siguientes ficheros de licencia: