Contribuições do PIBID para a formação de professores de Química

Abstract

This work has the purpose analyze the contributions of the Programa Institucional de Bolsa de Iniciação à Docência hereby called as (PIBID) for initial teacher training in Chemistry, identifying limitations and possibilities in teacher professional development, in twenty-one institutions of higher education, hereby called as (IES), the five Brazilian regions. The research involved 160 undergraduates, and at the time received student allowances on the Chemistry PIBID subprojects. They answered a questionnaire with discursive and multiple-choice questions. The questions intention was identifying the socioeconomic profile of grantees; understand their expectations about the Chemistry course, their professional perspectives and experiences in PIBID. To get a better understanding of the possibilities, limitations and contributions of the program, there were performed a survey of research papers, theses and dissertations related to PIBID. Due to the youthfulness of this program, many of these investigations have served as reference for the analysis of data obtained in the questionnaire. They were organized into two parts: the first part purpose was drawing a socioeconomic profile of grantees and, the second one was verifying that the PIBID goal has been achieved. Therefore, the second part was organized in the following categories: i) teaching encouraging; ii) enhancement of the teaching profession; iii) integration university-school; iv) creation/contribution in practices of innovative character; v) role of the supervisor and, vi) coordination theory and practice. Although these categories were based on the program goals, it is understood that they can also be achieved in other ways, such as experiences before graduation as well as pedagogical and specific subjects of the course and the school internship experience. One can understand also that the university-school interaction enables the future support teachers better grounded in the teaching practice and, from there, an improvement from the perspective of their training. Therefore, we sought to determine whether the participation of undergraduates in PIBID highlights fragilities and / or potential in initial training courses in Chemistry. Some considerations are taken about the PIBID and their possible contributions to the Chemistry future teachers formative processes in several institutions. Based on the identification of these contributions was possible verifying how much PIBID has enabled learning about teaching; and infer about their possible impacts in several subprojects both as for Basic Education school as for the future teachers of Chemistry learning.