Banca de QUALIFICAÇÃO: Andréia Moreira

Uma banca de QUALIFICAÇÃO de MESTRADO foi cadastrada pelo programa.
DISCENTE : Andréia Moreira
DATA : 02/12/2022
HORA: 13:30
LOCAL: Mestrado de Educação
TÍTULO:

Pedagogical Social Practices in PIBID-Educação do Campo: training for teaching from 2011 to 2014, in the Pedagogy course at UNEMAT – Campus Cáceres.

PALAVRAS-CHAVES:

Pedagogical Practices; Rural Education; Initiation to Teaching; PIBID.

PÁGINAS: 80
GRANDE ÁREA: Ciências Humanas
ÁREA: Educação
SUBÁREA: Fundamentos da Educação
ESPECIALIDADE: Sociologia da Educação
RESUMO:

This research was developed in the Postgraduate Program in Education at the Universidade do Estado de Mato Grosso (UNEMAT), Campus of Cáceres,  in the research line Education and Diversity, linked to the Group of Studies and Research on Training and Teaching (GFORDOC). The main theme was the pedagogical practices carried out in the Subproject: PIBID - Rural Education “Experiences in School Situations”, for the professional teaching practice and the meaning of such activities for the school/community context. The Subproject was developed at the Mário Duílio Evaristo Henry State School, located in the Sadia-Vale Verde Settlement in the municipality of Cáceres in State of Mato Grosso. The specific objectives were: to analyze the social pedagogical practices in the process of interaction of university knowledge with school and everyday knowledge in the context of perspectives and challenges in the teaching-learning process. To understand the formation developed from social pedagogical practices for the professional teaching exercise and the meanings of the learning experiences developed in the PIBID – Rural Education. To explain the social pedagogical practices in the process of teacher training for the deepening of the relation between theory and practice grounded in the domain of scientific and technological knowledge. This research is guided by the historical-dialectical materialism method, which is the epistemological approach to the analysis of pedagogical practice and deals with overcoming the stage of educational common sense. We started with documentary research by analyzing the subproject reports kept at the Unitrabalho Nucleus. The instruments of data collection were applied to a total of ten (10) egresses who were fellows of the PIBID- Rural Education subproject, as follows: the questionnaire about the characterization of the egresses, which was created in Google Forms, and complemented by the semi-structured interview that was made via Google Meet, because some of them live outside the city of Cáceres and the State of Mato Grosso. For data analysis, we based ourselves on Saviani (2005), through a reflective and systematic dialogue of the data collected and research produced in the empirical field, as well as in the final report of the subproject. In this manner, we worked with existing data and also with data collected during the research process. From the data analysis, emphasizing the training based on the social pedagogical practices developed in the subproject, we identified that the training offered by the Institutional Teaching Initiation Program (PIBID) enabled the acquisition of a new look on the ways of teaching and learning, developing both subjectivity as a teacher, as well as the first pillars of an organized teaching in significant senses of knowing and know-how. We point out the importance of public training policies, especially the PIBID, as a significant factor in the development of teacher training, in theory and practice in the teaching-learning process. The shared experiences promoted knowledge based on the principle of solidarity and cooperation, bringing about a greater understanding of scientific and popular knowledge in the perspective of training for the development of rural education.

MEMBROS DA BANCA:
Presidente - 83269001 - LAUDEMIR LUIZ ZART
Interno - 82415001 - LORIEGE PESSOA BITENCOURT
Interno - 38929001 - ODIMAR JOAO PERIPOLLI
Externo à Instituição - ADEMAR DE LIMA CARVALHO - UFR
Externo à Instituição - LINDALVA MARIA NOVAES GARSKE - UFR