Os egressos do PIBID: o saber e fazer docente em sala de aula

Abstract

This research whose object of study is the knowledge and the teaching of the graduates of the Teaching Initiation Program (Pibid), is part of the research line - School organization, teacher training and Education for Science and Mathematics, which has as research underline: Education and classroom policies and management. Pibid is a public educational policy designed to contribute to the training of teachers and encourage the performance in teaching, especially in basic education. The research was based on the following question: what are Pibid's contributions to the teaching learning of graduates of the Degree in Chemistry course at IFG Campus Itumbiara and IF Goiano Campus Rio Verde? To answer this question, the objective was to identify the contributions of Pibid to the knowledge and teaching of graduates of the Degree in Chemistry course at IFG Campus Itumbiara and IF Goiano Campus Rio Verde and to produce an educational product to be used as a training strategy whose central element was a video organized from the speeches of Pibid graduates, together with the systematization of texts and various activities. The activities carried out focused on promoting reflection on the participants' knowledge and practice regarding the teaching profession, and together the video was presented with the perceptions of five graduates in chemistry teachers and graduates from Pibid to follow the analysis. Subsequently, after the application of the product were collected, in the form of reflective memorial, the narratives of a group consisting of four teachers who showed from the reflection raised by the egressed narratives and other actions, their unhappiness, sadness, concerns about the reality that personal difficulties, as well as indicated evident satisfaction with the work done in relation to the teaching-learning process, in short, their personal and professional growth. Thus, like Pibid graduates, the teachers who participated in the development of the educational product highlight as evident the social role of education and the constant reflection for their teaching practice. We conclude, therefore, that the use of narratives as a data collection strategy and as a formative alternative, prompted participants to reflect on their classroom practice, relive facts lived and incorporated into their teaching practice, which is an important movement for the students. This allows us to analyze weaknesses, propose ways of overcoming specific issues in order to improve the quality of teaching-learning and education.