Contribuições do PIBID aos licenciados egressos: desafios para a política e para a gestão educacional

Abstract

This Doctoral Thesis brings as its theme the Institutional Teaching Initiation Scholarship Program (PIBID) from the perspective of educational policy and management and as research object, the contributions of the Program to graduates of teaching initiation in the State of Mato Grosso do Sul (MS) – Brazil. The goal of this study is to analyze the PIBID in the State of MS regarding to its contributions to the graduates for exercising and teaching from the perspective of educational policy and management. The historical time of the research is from 2013 to 2017, in view of the launch and validity of the CAPES Announcement No. 061/2013, for granting the largest number of scholarships for teaching initiation implemented by CAPES in the history of teacher training policy. The research problem, taking into account the object, is broken down into the following questions: 1. Participation in PIBID contributed to the inclusion of graduates from initiation to teaching as teachers in public schools? 2.What were the contributions of PIBID from the perspective of the graduates? 3. What were the challenges and difficulties encountered by the graduates in their professional insertion? By the critical knowledge method, a quali-quantitative methodology was adopted by means of documentary, exploratory, bibliographic and field research. As a data collection procedure, we used the documental analysis of the PIBID legislation regarding the formal processes instituted in the scope of the Ministry of Education (MEC) and the Coordination for the Improvement of Higher Education Personnel (CAPES). Also, Management Reports from CAPES and Higher Education Institutions (IES) of MS, besides on-line questionnaires applied to the research subjects (egresses of initiation to teaching). The data analysis is based on the content analysis procedures. The thesis defended here is that the PIBID in MS, from the perspective of educational policy and management, contributed significantly to the training of graduates with theoretical and practical foundations for a better understanding of teaching. Besides, for the option of a teaching career and for their entry into the teaching profession in the public basic education, as well as highlighting its potentials, challenges and prospects for a significant contribution to the quality of initial training, the appreciation of teaching and insertion into the teaching profession. In this sense, the relevance of this research is justified by the need to study the PIBID in relation to its graduates, since it is possible to analyze the contributions of the Program, with the aim of knowing how these graduates appropriated the knowledge and how the PIBID has contributed to their teaching practice. The results showed that despite the difficulties, weaknesses and uncertainties from PIBID, as pointed out by the IES of MS, the Program has fulfilled its social role in training future teachers, impacting undergraduate courses, graduate studies, continuing education and basic education schools with dynamism, creativity and the construction of new knowledge. From the perspective of the graduates, considering the thematic categories and the dimensions analyzed, the PIBID has been reaching its objectives and has contributed significantly to the encouragement of teaching, to a more solid formation based on a social practice and to the exercise of teaching. It is also concluded that the training and experiences at PIBID were important for the graduates, for the construction of their professional identity and to overcome the challenges and difficulties at the beginning of their careers, providing confidence and knowledge for teaching practice.