As contrubuições do Pibid na formação docente em educação física

Abstract

The research related to the formation of teachers has vast literature since this theme has generated concern not only in the bodies responsible for the national teacher training policy but also in the universities where they are trained. The teacher training is complex and from these elements of complexity it needs to review its own paradigms. The present paper presents the results of the research related to the course conclusion work. The researched topic is the Institutional Program of Scholarships for Initiation to Teaching (Pibid) and teacher’s formation. We started from the following investigative problem: What are the contributions/learnings to the Physical Education (PH) teachers’ formation that a program like Pibid was able to offer to the Eseffego/UEG, UEG/Quirinópolis and FEFD/UFG students participating in the program? The general objective was based on the comprehension of the possible contributions to the teacher training in Physical Education the Pibid, subproject of Physical Education of Eseffego/UEG, UEG/ Quirinópolis and FEFD/UFG, was able to offer to the students participating in the program. It is an exploratory research with a qualitative approach. It followed the methodologic path initiated with a bibliographic survey about the publications concerning the Pibid and the PH teacher training, elaboration and application of a questionary to the Pibid participants and the area coordinators, after that we preformed the content analysis and triangulation of the obtained data, from which the analysis categories emerged. As results we point out that Pibid, even performed remotely, could promote the articulation between theory and practice within the scope of the subprojects investigated. The participants comprehended that this relation is not dichotomized. The program also values the role of the teacher in the school, motivating its resignification through the encounters between school and university. It also allowed the acknowledgement of the school reality, which most often only occurs in the late course periods in the curricular internships. The Pibid actions towards the research are those of planning teaching activities developed remotely, theorical studies about teaching, public policies, avaliation, experience exchange with the supervisor teacher and the importance of research and scientific production. In general, the Pibid has contributed to the initial formation of teachers, with the approximation between school and university. It offered the participants elements of comprehension and argumentation about the work conditions, possibilities and limits of the teaching practice. It is noteworthy that the learning and teaching relationship through the screens should be better investigated.