As contribuições do programa Institucional de bolsa de iniciação à docência para a formação de professores de geografia
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Data
2017-04
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Denis Castilho
Resumo
Este artículo tiene como objetivo analizar las contribuciones del Programa Institucional de Subvención de Iniciación a la Enseñanza (PIBID) para la formación de profesores de Geografía del Instituto de Estudios Socio-Ambientales (IESA), de la Universidad Federal de Goiás (UFG). Destacan, de los documentos aportados por el gobierno federal, los objetivos del PIBID, mientras se cuestiona la relevancia de este programa para satisfacer las demandas de la sociedad actual. Por ello, llevó a cabo el diálogo sobre el trabajo del PIBID de Geografía del IESA /UFG, a través del análisis de sus actividades. Teniendo en cuenta el escenario brasileño, evaluamos este programa destacando sus posibilidades, en el que se limita a su continuidad o ruptura, a través del debate promovido con la promulgación/anulación del Decreto 46/2016, alrededor de la reorganización del PIBID. El debate sobre las inestabilidades que rodean este programa se presenta en un contexto de vulnerabilidades políticas en Brasil, llegando directamente a la educación, que a su vez implica, entre otros, la formación del profesorado en la Educación Superior, y la práctica de la enseñanza en la Educación Básica.
This article aims to analyze the contributions of the Institutional Program of Teaching Initiation Scholarship (PIBID) for Geography teachers’ training at the Institute of Socioenvironmental Studies (IESA) at the Federal University of Goiás (UFG). From documents elaborated by the federal government, we highlight the objects of PIBID at the same time that we question the relevance of this program as an answer to the demands of our current society. We add to this discussion the dialogue about the work developed by PIBID in Geography (IESA/UFG) through an analysis of its acitivities. Considering the Brazilian scenario, we evaluate this program, highlighting its possibilities about its continuity or rupture trhough a debate started with the promulgation/revocation of the Ordinance nº46/2016, which ruled the reorganization of PIBID. The debate about the instabilities around this program is inserted in a context of political vulnerability in Brazil, which directly affects the education which, in turn envolves, amongst others, teacher training in high level, and teaching performance, in basic education.
This article aims to analyze the contributions of the Institutional Program of Teaching Initiation Scholarship (PIBID) for Geography teachers’ training at the Institute of Socioenvironmental Studies (IESA) at the Federal University of Goiás (UFG). From documents elaborated by the federal government, we highlight the objects of PIBID at the same time that we question the relevance of this program as an answer to the demands of our current society. We add to this discussion the dialogue about the work developed by PIBID in Geography (IESA/UFG) through an analysis of its acitivities. Considering the Brazilian scenario, we evaluate this program, highlighting its possibilities about its continuity or rupture trhough a debate started with the promulgation/revocation of the Ordinance nº46/2016, which ruled the reorganization of PIBID. The debate about the instabilities around this program is inserted in a context of political vulnerability in Brazil, which directly affects the education which, in turn envolves, amongst others, teacher training in high level, and teaching performance, in basic education.
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Políticas educacionais, PIBID, Formação de professores, Geografia, Política educativas, Formación de profesores, Educational policies, Teacher training, Geography
Citação
BUENO, Míriam Aparecida; MORAIS, Eliana Marta Barbosa de.
As contribuições do programa institucional de bolsa de iniciação à docência para a formação de professores de geografia. Ateliê Geográfico, Goiânia, v. 11, n. 1, p. 76 - 86, jan./abr. 2017. Disponível em: <https://www.revistas.ufg.br/atelie/article/view/47280/23187>.