Permanent auto(trans)formation and teacher development in the context of PIBID
This article is the result of a doctoral research completed in 2017, whose objective was to understand and analyze the achievement and the formative developments of the Institutional Program of Initiation to Teaching Scholarship (PIBID), in the subprojects of Chemistry and Biology in an Institution...
| Autores: | , , |
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| Tipo de documento: | artigo |
| Estado: | Versão publicada |
| Data de publicação: | 2019 |
| País: | Brasil |
| Recursos: | Universidade Estadual de Campinas (UNICAMP) |
| Repositório: | Revista Internacional de Educação Superior |
| Idioma: | português |
| OAI Identifier: | oai:ojs.periodicos.sbu.unicamp.br:article/8652428 |
| Acesso em linha: | https://periodicos.sbu.unicamp.br/ojs/index.php/riesup/article/view/8652428 |
| Access Level: | Acceso aberto |
| Palavra-chave: | Permanent auto(trans) Teacher's formation PIBID Investigative-formative dialogical circles Professional teacher development. Auto(trans)formação Formação de professores Círculos dialógicos Investigativo-formativos Desenvolvimento profissional docente. |
| Resumo: | This article is the result of a doctoral research completed in 2017, whose objective was to understand and analyze the achievement and the formative developments of the Institutional Program of Initiation to Teaching Scholarship (PIBID), in the subprojects of Chemistry and Biology in an Institution of Higher Education. The narratives presented are taken from the dialogues that emerged in face-to-face meetings, held at each participating campus of the research. In these meetings, we used the methodology of the Investigative-Formative Dialogical Circles, inspired by the Freirean Cultural Circles in approach to research-training. The meetings enabled the perception that the Investigative-Formative Dialogical Circles contribute to action-reflection-action on the educational praxis of the pibidians and to the permanente auto(trans)formation of both teachers and scholarship holders of initiation, contributing to professional development teacher. |
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