O PIBID Física da UFTM: (des) caminhos para a iniciação científica

Abstract

ABSTRACT: Overcoming the image of the teacher as a content transmitting agent is a need that initial and continuing teacher training has addressed. With the intense accessibility of the population to various technological resources, which allow access to information extremely quickly, today more than ever, it is urgent to train teachers to work in the contemporary world, who know how to correspond to a new model of being a teacher. Understanding that teacher education is a continuous action that requires contact with their future professional field, some programs have been implemented in recent years, such as the Institutional Program for Teaching Initiation Scholarships (PIBID) and the Pedagogical Residency (RP), the in order to enable the experience of undergraduate students in educational institutions. The purpose of this study was to: I) Identify how the focuses of teaching learning are revealed in PIBID Physics, taking into account the context of the COVID-19 pandemic. II) Raise the (dis)paths caused by the pandemic for teaching learning and their possible impacts on the program. For this purpose, semi-structured interviews were carried out with former Pibidians from the Physics Degree course at UFTM. Content Analysis (CA) was used to analyze the corpus of interview transcripts, seeking to achieve our objectives. The categories used depart from the Focuses of Teaching Learning (FAD), as pre-established categories. It was possible to conclude through our work that even in the context of a pandemic, PIBID Physics managed to achieve its objective, which is to provide future teachers with learning about their future work environment, thus developing their initiation to teaching.