A formação de professores e o programa institucional de bolsas de iniciação à docência (PIBID)/subprojeto de física-IFG: uma análise discursiva

Abstract

This research aimed to analyze the meanings that the Institutional Program for Teaching Initiation Scholarships - Pibid produced in the context of IFG Physics subprojects, developed in public schools in the city of Jataí-Goiás. Based on a dialectical view of the educational phenomenon and on the discursive assumptions derived from Michel Foucault, this paper analyzed official documents related to Pibid, as well as speeches by student scholars, area coordinators and supervising teachers who worked in the researched universe. More specifically, we sought to verify the compatibility between the stated purposes in the subprojects, regarding the initiation to teaching and the formation of physics teachers, and the meanings about the program identified in the speeches of the subjects participating in the project. During the analysis, meanings related to the following thematic paths were examined: a) the identity of the Physics teacher; b) the meanings about the "new" in the teaching of physics; c) the senses about students' motivation for learning physics; d) the senses about quality present in the speeches of the fellows; e) the conceptions of science and f) the meanings about the theory / practice relation. As a result, this paper concludes that the various discourses present in the adjacent field of utterances, composing discursive memory, shape, transform, reconstruct the teacher's identity and, as this identity changes, the conceptions and practices of teaching also change. -learning experienced in the school context.