THE IMPORTANCE OF INITIATION TO TEACHING FOR THE CONSTRUCTION OF KNOWLEDGE RELATED TO TEACHING PRACTICE

INITIATION TO TEACHING: IMPORTANCE OF BUILDING KNOWLEDGE RELATED TO TEACHING PRACTICE

Authors

DOI:

https://doi.org/10.21527/2179-1309.2022.116.12695

Keywords:

PIBID, Teaching knowledge, Teacher training, Graduation

Abstract

The objective of this study was to analyze the teaching knowledge built during the activities developed by alumni of the Institutional Scholarship Program for Initiation to Teaching (PIBID) in the subproject "PIBID Biologia-Alegre" of the Center for Exact, Natural and Health Sciences (CCENS) of the Federal University of Espírito Santo (UFES). The research has a qualitative character, characterized by a case study. The data collection was carried out through questionnaires and semi-structured interviews, and the information was analyzed through content analysis, from four categories: professional training knowledge, curricular knowledge, disciplinary knowledge and experiential knowledge. The respondents reported formative experiences during the participation in PIBID that enabled the construction of knowledge inherent to teaching practice and the redefinition of concepts and aspects related to teaching know-how, based on their experience in the classroom. Still, the construction of this knowledge made it possible to understand activities that help the function, such as planning and organization; use of different methodologies and resources; contextualized curricular and scientific knowledge and interaction with students and other subjects that make up the school environment. Therefore, it is concluded that the PIBID helps the teaching practice, characterizing itself as a formative space for the construction and development of essential teaching knowledge for the profession.

Author Biographies

Talita Molina Lopes Tanes, Universidade Federal do Espírito Santo

Licenciada em Ciências Biológicas e Mestra em Ensino, Educação Básica e Formação de Professores, com ênfase na formação inicial de professores, ambas titulações pela Universidade Federal do Espírito Santo (UFES). Atualmente é doutoranda pelo Programa de Pós-Graduação em Educação em Ciências e Matemática (EDUCIMAT) do Instituto Federal do Espírito Santo (IFES), finalista do curso de Licenciatura em Pedagogia pelo Centro Universitário Internacional (Uninter) e do Curso Técnico em Multimeios Didáticos pelo Centro de Referência em Formação e em Educação a Distância (Cefor) do IFES. É integrante do Grupo de Estudos e Pesquisas em Políticas Públicas e Formação de Profissionais da Educação (GEPPFOR) da Universidade Federal de Viçosa (UFV), na linha de pesquisa Alfabetização Tecnológica e Metodologias de ensino Ativas na Educação Básica e Superior. Atuou como bolsista de Iniciação à Docência pelo Programa Institucional de Bolsa de Iniciação à Docência (PIBID) e como monitora estudantil nas disciplinas de Didática e Biofísica durante a primeira licenciatura.

Elias Terra Werner, Universidade Federal do Espírito Santo

Bacharel e licenciado em Ciências Biológicas, Mestre em Biologia Vegetal com ênfase em Fisiologia Vegetal e Doutor em Produção Vegetal com ênfase em Biotecnologia e Ecofisiologia Vegetal, todos os títulos pela Universidade Federal do Espírito Santo. Tem experiência na área de Cultura de Tecidos Vegetais, Biologia Molecular, Ecofisiologia Vegetal e no Ensino de Ciências e Biologia. Atualmente é Professor Adjunto A nível 2 no Departamento de Biologia do Centro de Ciências Exatas, Naturais e da Saúde da Universidade Federal do Espírito Santo (campus Alegre-ES) e Professor permanente do Programa de Pós-graduação em Biologia Vegetal (UFES-Vitória).

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Published

2022-01-03

How to Cite

Molina Lopes Tanes, T., & Terra Werner, E. (2022). THE IMPORTANCE OF INITIATION TO TEACHING FOR THE CONSTRUCTION OF KNOWLEDGE RELATED TO TEACHING PRACTICE: INITIATION TO TEACHING: IMPORTANCE OF BUILDING KNOWLEDGE RELATED TO TEACHING PRACTICE. Revista Contexto & Educação, 37(116), 36–56. https://doi.org/10.21527/2179-1309.2022.116.12695

Issue

Vol. 37 No. 116 (2022): Práticas educativas e formação docente

Section

Dossie Práticas educativas e formação docente: metodologias e saberes

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