Narrativas na (e para a) formação de professores: algumas mobilizações no âmbito do Pibid-UFSCar
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Tipo
Artigo
Classficação
Nível teórico
Data
2021
Objetivos de Desenvolvimento Sustentável
Título do Períodico
Educação (UFSM)
ISSN
1984-6444
Página(s)/e-location
1-24
Idioma(s)
pt
Fonte
Fonte
Santa Maria, RS
46
61
jan./dez.
46
61
jan./dez.
Coleções
Resumo
Apresentar e discutir alguns modos de mobilização de narrativas na (e para a) formação de professores no Programa Institucional de Bolsas de Iniciação à Docência (Pibid) da Universidade Federal de São Carlos, UFSCar, é o objetivo deste artigo. Para isso, nos respaldamos em narrativas - produzidas no âmbito de uma pesquisa de doutorado - de oito coordenadores de área de subprojetos e de dois ex-coordenadores institucionais do Pibid-UFSCar, bem como em documentos oficiais que versam sobre o programa desta instituição. Trata-se, portanto, de um trabalho qualitativo cujo movimento analítico foi inspirado no modelo de análise narrativa. Isto porque, optou-se por assumir as narrativas como foco do estudo, sobretudo, por defendermos que nossos interesses de pesquisa estavam pautados na subjetividade dos sujeitos e, nessa direção, as narrativas podem ser tomadas como espaços nos quais eles tecem sentidos, criam significados e se constituem nos diferentes espaços e tempos. A partir disso, apresentaremos uma versão possível para o Pibid-UFSCar bem como alguns modos de mobilização de narrativas na (e para a) formação docente, enfatizando o trabalho com portfólios por eles desenvolvidos. De modo geral, chamaremos atenção do leitor para algumas das potencialidades do trabalho narrativo percebidos nesse cenário como, por exemplo, a criação de um espaço menos verticalizado para discussões e problematizações de temas e ideias, a possibilidade de acompanhamento do processo de tornar-se professor, a contribuição para o desenvolvimento da Língua Portuguesa, da escrita, da oralidade, dentre outros aspectos.
The objective of this article is to present and discuss some ways of mobilizing narratives in (and for) teacher training in the Institutional Program for Teaching Initiation Scholarships (Pibid) at the Federal University of São Carlos, UFSCar. To this end, we rely on narratives - produced as part of a doctoral research - of eight subproject area coordinators and two former institutional coordinators of Pibid-UFSCar, as well as official documents dealing with this institution's program. It is, therefore, a qualitative work whose analytical movement was inspired by the model of narrative analysis. This is because, we chose to assume the narratives as the focus of the study, above all, because we defend that our research interests were based on the subjectivity of the subjects and, in this direction, the narratives can be taken as spaces in which they weave meanings, create meanings and are constituted in different spaces and times. Based on that, we will present a possible version for Pibid-UFSCar as well as some ways of mobilizing narratives in (and for) teacher training, emphasizing the work with portfolios developed by them. In general, we will draw the reader's attention to some of the potentialities of narrative work perceived in this scenario, for example, the creation of a less vertical space for discussions and problematization of themes and ideas, the possibility of monitoring the process of becoming a teacher, the contribution to the development of the Portuguese language, writing, orality, among other aspects.
The objective of this article is to present and discuss some ways of mobilizing narratives in (and for) teacher training in the Institutional Program for Teaching Initiation Scholarships (Pibid) at the Federal University of São Carlos, UFSCar. To this end, we rely on narratives - produced as part of a doctoral research - of eight subproject area coordinators and two former institutional coordinators of Pibid-UFSCar, as well as official documents dealing with this institution's program. It is, therefore, a qualitative work whose analytical movement was inspired by the model of narrative analysis. This is because, we chose to assume the narratives as the focus of the study, above all, because we defend that our research interests were based on the subjectivity of the subjects and, in this direction, the narratives can be taken as spaces in which they weave meanings, create meanings and are constituted in different spaces and times. Based on that, we will present a possible version for Pibid-UFSCar as well as some ways of mobilizing narratives in (and for) teacher training, emphasizing the work with portfolios developed by them. In general, we will draw the reader's attention to some of the potentialities of narrative work perceived in this scenario, for example, the creation of a less vertical space for discussions and problematization of themes and ideas, the possibility of monitoring the process of becoming a teacher, the contribution to the development of the Portuguese language, writing, orality, among other aspects.
Descrição
Palavras-chave
Narrativas, Formação de professores, Pibid, Narratives, Teachers training, Pibid
Citação
ZAQUEU-XAVIER, Ana Claudia Molina. Narrativas na (e para a) formação de professores: algumas mobilizações no âmbito do Pibid-UFSCar. Educação (UFSM), Santa Maria, RS, v. 46, n. 61, p. 1-24, jan/dez. 2021. https://doi.org/10.5902/1984644444169. Disponível em: https://periodicos.ufsm.br/reveducacao/article/view/44169. Acesso em: 2022-07-20