Banca de QUALIFICAÇÃO: EUGÊNIA ALENCASTRO COUTINHO DE CARVALHO FILHA

Uma banca de QUALIFICAÇÃO de MESTRADO foi cadastrada pelo programa.
STUDENT : EUGÊNIA ALENCASTRO COUTINHO DE CARVALHO FILHA
DATE: 30/07/2025
TIME: 09:00
LOCAL: Online
TITLE:

CONTINUING TRAINING IN THE CONTEXT OF THE INSTITUTIONAL PROGRAM TEACHING INITIATION SCHOLARSHIP PROGRAM AND ITS EFFECTS ON THE TEACHING PROFESSIONALITY OF SUPERVISORS: A case study at the Federal Institute of Education, Science and Technology of Pernambuco.

KEY WORDS:

continuing training; PIBID; policy cycle; teaching professionality; IFPE.

PAGES: 85
BIG AREA: Ciências Humanas
AREA: Educação
SUMMARY:

This research aims to evaluate the possible contributions and challenges of the Institutional Teaching Initiation Scholarship Program (PIBID) at the Federal Institute of Education, Science and Technology (IFPE) for supervisors' continuing education and teaching professionalism. Conceived in 2007, PIBID is a public educational policy for teacher training. Although the focus of this program is initial teacher training, this study seeks to understand whether it also provides continuing training and what effects it has on supervisors' teaching professionalism. To this end, the aim is to answer the following guiding question: how does PIBID contribute to the continuing education and teaching professionalism of IFPE supervisors who have worked or are working with teaching fellows on degree courses in Computing, Physics, Geography, Mathematics and Chemistry? Thus, the following specific objectives were outlined: a) To understand the teacher training policy with an emphasis on continuing training; b) To analyze, from the contexts of influence and text production, the guidelines of PIBID since its creation; c) To investigate whether the actions of PIBID at IFPE, carried out in the context of practice, provided the supervising teachers with continuing training; and d) To identify the aspects of the program that influenced the teaching professionalism of the supervisors in the context of practice. With regard to the methodological approach, we opted for a qualitative approach through a case study, the application of questionnaires and semi-structured interviews, as well as adopting the policy cycle of Stephen Ball and collaborators as an analytical theoretical framework due to the understanding of educational policies as a trajectory in which various actors participate. Authors such as Bardin (2016), Candau (1996, 1997), Freire (2007), Gatti (2014, 2019); Geglio (2014, 2015); Imbernón (2011); Mainardes (2006, 2009); Minayo (2007); Nóvoa (2002, 2011); Paiva (2003); Pimenta (1999); Roldão (2005); Sacristán (1995); Saviani (2009); Tardif (2012); Yin (2015), among others, will support the research. Participants in the research will be supervisors belonging to the IFPE's permanent teaching staff who have worked or are working in PIBID through the public notices launched from 2020 to 2024. The data will be collected through empirical research with the supervising teachers. The analysis of the data collected will be based on aspects of content analysis, such as organization, coding and categorization. This will be done by interpreting the responses of the individuals contextualizing them in a reflective way and representing the results to be obtained from the reality in which the research participants are inserted.

COMMITTEE MEMBERS:
Externo à Instituição - PAULO CÉSAR GEGLIO - UFPB
Presidente - BRUNA TARCILIA FERRAZ
Interna - GILVANEIDE FERREIRA DE OLIVEIRA