Abstract

PANIAGO, Rosenilde Nogueira; SARMENTO, Teresa Jacinto  and  ALBUQUERQUE, Simone da Rocha de. The teaching practicum and the Brazilian program for beginning teaching: Convergences, tensions, and contributions. Rev. Port. de Educação [online]. 2017, vol.30, n.2, pp.33-58. ISSN 0871-9187.  https://doi.org/10.21814/rpe.10228.

The text has its origin in research that focuses on the Institutional Program of Scientific Initiation to Teaching (PIBID), a program developed in Brazil. The goal was to analyze tensions and convergences of PIBID and Supervised Curricular Internship (SCI), as well as to identify possible contributions of PIBID for the Graduated Grant Holders of PIBID (GGH) in the SCI phase in different degrees, analyzing activities of area coordinators in this process. The theoretical axis that guides this study is teacher education, in the more specific scope of PIBID and SCI of Graduations, drawing mainly from Brazilian and Portuguese authors. A qualitative approach was adopted, materializing in a case study, supported by documental analysis and narrative interviews with nine GGHs and three area coordinators of Chemistry, Biology and Mathematics courses, from a Federal Institute of Sciences, Education and Technology. The results showed that the GGHs excelled in SCI, indicating that this program contributes to the reflexive process of trainees. It also evidenced the approximations and weaknesses between these two formative moments in terms of their purposes, operationalization and supervision process. The results highlight some tensions, mainly resulting from the training teachers' profiles that are not always qualified to exercise the function of supervisors, which impairs their supervisory action.

Keywords : Initial Teacher Education; PIBID; Supervised Practicum.

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