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Institutional Scholarship Program for Initiation in Teaching (PIBID) Geography: Reviewing the Relationship between School and University

Year 2019, Volume: 9 Issue: 3, 604 - 617, 31.12.2019
https://doi.org/10.33403/rigeo.672971

Abstract

This article aims to address the impacts of the Brazilian policy entitled Institutional Scholarship Program of Initiation to Teaching / PIBID, in the training of teachers of geography in that country. It results from a doctoral thesis on the initial training of teachers of geography in Ceará, Brazil and Portugal, which had the Pibid as one of the empirical-analytical elements, for the Brazilian case. Data collection involved analysis of educational situations; surveys with standardized questionnaires among graduate in geography and teachers of basic education involved in the Program and interviews among teacher trainers, some of whom coordinators of the area of Geography in the respective institutions of attachment. The deep crisis of Basic and Secondary Education that Brazil is going through, in the current context, is demarcated by a dis obligatoriness of disciplines such as Geography in the last ones of Secondary Education. In this context, the attempt to undermine policies such as the PIBID urges us to worry about the interruption of a program that began to reap the first results of an initiation to teaching. In this sense, we highlight as crucial results, in the scope of the undergraduate courses investigated, the cooperation of spaces and protagonists involved in the initial formation, giving feedback to the desired cycle of reflection-in-action, in this formative process.

References

  • ALARCÃO, I; CANHA, B. (2013). Supervisão e Colaboração: uma relação para o desenvolvimento. Portugal: Porto Editora.
  • APPLE, M. (2012). Education and power. New York: Routledge.
  • AUDIGIER, F. (1994). La didactique de la Géographie In: DESPLANQUES, P. (coord). La Geographie en college et en lycée. Paris: Hachette, pp. 102-107.
  • AUDIGIER, F. (1997). Histoire et géographie: un modèle disciplinaire pour penser l'identité professionnelle. Recherche & Formation, N°25, L'identité enseignante: entre formation et activité professionnelle. pp. 9-21.
  • Biddulph, M., Lambert, D. & Balderstone, D. (2015). Learning to teach geography in the secondary school. Abingdon: Rutledge.
  • DEWEY, J. (1933) How we think: A restatement of the relation of reflective thinking to the educative process. New York: D.C. Heath and Company.
  • ESTRELA, A. (1994). Teoria e Prática da Observação de Classes. Uma estratégia de formação de professores. Porto: Porto Editora.
  • FIRTH, R. (2012). Recontextualising geography as a school subject. In: LAMBERT, D; JONES, M. (edited). Debates in Geography Education. 2a Ed. NY: Routledge.
  • GOODSON, I (1997). A Construção Social do Currículo. Lisboa: Educa.
  • LAMBERT, D; MORGAN, J. (2009). Corrupting the curriculum? The case of geography. In: London Review of Education, Vol. 7, No. 2, pp. 147–157.
  • Lestegás. F. R. (2002) Concebir la geografía escolar desde una nueva perspectiva: una disciplina al servicio de la cultura escolar. Boletín de geógrafos españoles, n.33, Madrid.
  • MEC Capes FNDE (2007). EDITAL MEC/CAPES/FNDE https://www.capes.gov.br/images/stories/download/editais/Edital_PIBID.pdf
  • Mialaret, G. (1980). Fatores que determinam uma situação educativa. In: Mialaret, G. Introdução às ciências da educação. Lisboa: Moraes Ed.
  • Nascimento, M. A. G. (2012). Pibid Geografia: A escola como lugar de vivência e aprendizagem: inovação e difusão de metodologias do Ensino de Geografia.
  • Nóvoa, A. (org.) (1992). Os professores e sua formação. Lisboa: Publicações. Dom Quixote.
  • Nóvoa, A. (2017). Diminuir a autonomia docente cria apenas soluções paliativas. Revista Educação, Ed. 239.
  • OECD (2005). Developing Teachers’ Knowledge and Skills Pointers for policy development. http://www.oecd.org/education/school/45399491.pdf
  • Pacheco, J.A. e Serafini, O. (1990). A observação como elemento regulador da tomada de decisões: A proposta de um instrumento. Revista portuguesa de Educação, 3(2), 1-19.
  • Pimenta, S. G. (1999) Formação de professores: identidade e saberes da docência. In: PIMENTA, S. G. (org). Saberes pedagógicos e atividade docente. São Paulo: Cortez Editora, pp. 15-34.
  • Rodrigues, A. (1997). A investigação do núcleo magmático do processo educativo: a observação de situações educativas. In: VII Colóquio Nacional da AIPELF/AFIRSE, FPCE-UL Lisboa.
  • Pimenta, S. G. e Ghedin, E. (orgs.). (2002). Professor reflexivo no Brasil: gênese e crítica de um conceito. São Paulo: Cortez.
  • Schon, D. A. (1983). The reflective practitioner: how professionals think in action. USa: Basic Books Inc.
  • Tardif, M. ( 2000) Saberes profissionais dos professores e conhecimentos universitários. In: Revista Brasileira de Educação ANPED, n13, pp. 5-23.
  • Tardif, M. (2002). Saberes docentes e formação profissional. Petrópolis: Editora Vozes.
  • Tardif, M; Lessard, C. (2008). O Trabalho Docente. 4a edição. Petrópolis: Vozes.
  • Uece (2012). Projeto Institucional A vida Docente na Escola II.
  • World Bank, 2009. Teacher Educational Quality Assurance/ Teacher Educators and Initial Education Programs.
  • World Bank, 2015. Great Teachers: How to Raise Student Learning in Latin America and the Caribbean
Year 2019, Volume: 9 Issue: 3, 604 - 617, 31.12.2019
https://doi.org/10.33403/rigeo.672971

Abstract

References

  • ALARCÃO, I; CANHA, B. (2013). Supervisão e Colaboração: uma relação para o desenvolvimento. Portugal: Porto Editora.
  • APPLE, M. (2012). Education and power. New York: Routledge.
  • AUDIGIER, F. (1994). La didactique de la Géographie In: DESPLANQUES, P. (coord). La Geographie en college et en lycée. Paris: Hachette, pp. 102-107.
  • AUDIGIER, F. (1997). Histoire et géographie: un modèle disciplinaire pour penser l'identité professionnelle. Recherche & Formation, N°25, L'identité enseignante: entre formation et activité professionnelle. pp. 9-21.
  • Biddulph, M., Lambert, D. & Balderstone, D. (2015). Learning to teach geography in the secondary school. Abingdon: Rutledge.
  • DEWEY, J. (1933) How we think: A restatement of the relation of reflective thinking to the educative process. New York: D.C. Heath and Company.
  • ESTRELA, A. (1994). Teoria e Prática da Observação de Classes. Uma estratégia de formação de professores. Porto: Porto Editora.
  • FIRTH, R. (2012). Recontextualising geography as a school subject. In: LAMBERT, D; JONES, M. (edited). Debates in Geography Education. 2a Ed. NY: Routledge.
  • GOODSON, I (1997). A Construção Social do Currículo. Lisboa: Educa.
  • LAMBERT, D; MORGAN, J. (2009). Corrupting the curriculum? The case of geography. In: London Review of Education, Vol. 7, No. 2, pp. 147–157.
  • Lestegás. F. R. (2002) Concebir la geografía escolar desde una nueva perspectiva: una disciplina al servicio de la cultura escolar. Boletín de geógrafos españoles, n.33, Madrid.
  • MEC Capes FNDE (2007). EDITAL MEC/CAPES/FNDE https://www.capes.gov.br/images/stories/download/editais/Edital_PIBID.pdf
  • Mialaret, G. (1980). Fatores que determinam uma situação educativa. In: Mialaret, G. Introdução às ciências da educação. Lisboa: Moraes Ed.
  • Nascimento, M. A. G. (2012). Pibid Geografia: A escola como lugar de vivência e aprendizagem: inovação e difusão de metodologias do Ensino de Geografia.
  • Nóvoa, A. (org.) (1992). Os professores e sua formação. Lisboa: Publicações. Dom Quixote.
  • Nóvoa, A. (2017). Diminuir a autonomia docente cria apenas soluções paliativas. Revista Educação, Ed. 239.
  • OECD (2005). Developing Teachers’ Knowledge and Skills Pointers for policy development. http://www.oecd.org/education/school/45399491.pdf
  • Pacheco, J.A. e Serafini, O. (1990). A observação como elemento regulador da tomada de decisões: A proposta de um instrumento. Revista portuguesa de Educação, 3(2), 1-19.
  • Pimenta, S. G. (1999) Formação de professores: identidade e saberes da docência. In: PIMENTA, S. G. (org). Saberes pedagógicos e atividade docente. São Paulo: Cortez Editora, pp. 15-34.
  • Rodrigues, A. (1997). A investigação do núcleo magmático do processo educativo: a observação de situações educativas. In: VII Colóquio Nacional da AIPELF/AFIRSE, FPCE-UL Lisboa.
  • Pimenta, S. G. e Ghedin, E. (orgs.). (2002). Professor reflexivo no Brasil: gênese e crítica de um conceito. São Paulo: Cortez.
  • Schon, D. A. (1983). The reflective practitioner: how professionals think in action. USa: Basic Books Inc.
  • Tardif, M. ( 2000) Saberes profissionais dos professores e conhecimentos universitários. In: Revista Brasileira de Educação ANPED, n13, pp. 5-23.
  • Tardif, M. (2002). Saberes docentes e formação profissional. Petrópolis: Editora Vozes.
  • Tardif, M; Lessard, C. (2008). O Trabalho Docente. 4a edição. Petrópolis: Vozes.
  • Uece (2012). Projeto Institucional A vida Docente na Escola II.
  • World Bank, 2009. Teacher Educational Quality Assurance/ Teacher Educators and Initial Education Programs.
  • World Bank, 2015. Great Teachers: How to Raise Student Learning in Latin America and the Caribbean
There are 28 citations in total.

Details

Primary Language English
Journal Section Articles
Authors

Maria Anezilany Gomes Do Nascımento This is me

Publication Date December 31, 2019
Submission Date November 19, 2018
Published in Issue Year 2019 Volume: 9 Issue: 3

Cite

APA Gomes Do Nascımento, M. A. (2019). Institutional Scholarship Program for Initiation in Teaching (PIBID) Geography: Reviewing the Relationship between School and University. Review of International Geographical Education Online, 9(3), 604-617. https://doi.org/10.33403/rigeo.672971
AMA Gomes Do Nascımento MA. Institutional Scholarship Program for Initiation in Teaching (PIBID) Geography: Reviewing the Relationship between School and University. Review of International Geographical Education Online. December 2019;9(3):604-617. doi:10.33403/rigeo.672971
Chicago Gomes Do Nascımento, Maria Anezilany. “Institutional Scholarship Program for Initiation in Teaching (PIBID) Geography: Reviewing the Relationship Between School and University”. Review of International Geographical Education Online 9, no. 3 (December 2019): 604-17. https://doi.org/10.33403/rigeo.672971.
EndNote Gomes Do Nascımento MA (December 1, 2019) Institutional Scholarship Program for Initiation in Teaching (PIBID) Geography: Reviewing the Relationship between School and University. Review of International Geographical Education Online 9 3 604–617.
IEEE M. A. Gomes Do Nascımento, “Institutional Scholarship Program for Initiation in Teaching (PIBID) Geography: Reviewing the Relationship between School and University”, Review of International Geographical Education Online, vol. 9, no. 3, pp. 604–617, 2019, doi: 10.33403/rigeo.672971.
ISNAD Gomes Do Nascımento, Maria Anezilany. “Institutional Scholarship Program for Initiation in Teaching (PIBID) Geography: Reviewing the Relationship Between School and University”. Review of International Geographical Education Online 9/3 (December 2019), 604-617. https://doi.org/10.33403/rigeo.672971.
JAMA Gomes Do Nascımento MA. Institutional Scholarship Program for Initiation in Teaching (PIBID) Geography: Reviewing the Relationship between School and University. Review of International Geographical Education Online. 2019;9:604–617.
MLA Gomes Do Nascımento, Maria Anezilany. “Institutional Scholarship Program for Initiation in Teaching (PIBID) Geography: Reviewing the Relationship Between School and University”. Review of International Geographical Education Online, vol. 9, no. 3, 2019, pp. 604-17, doi:10.33403/rigeo.672971.
Vancouver Gomes Do Nascımento MA. Institutional Scholarship Program for Initiation in Teaching (PIBID) Geography: Reviewing the Relationship between School and University. Review of International Geographical Education Online. 2019;9(3):604-17.