O PIBID como política nacional de formação de professores: um estudo acerca das contribuições do programa na formação do professor pesquisador

Abstract

This work was guided by the objective to investigate the contributions of the Institutional Scholarship Program Introduction to Teaching (PIBID) for the formation of the research teacher. Through the survey of the state of the art between the years 2000 to 2010 on teacher training, educational research and the PIBID and their contributions and, through examination 16 of institutional documents and educational projects PIBID of the UFFS Faculty of Education, campus Chapecó, the focus of this study is to check the existing research evidence on them. Aiming, thus, contribute to a reflection on the importance of research training and teaching practice. Of the Qualitative nature, the empirical analysis was guided primarily by the methodology of Bardin content analysis (2009). The base of the analysis of this research authors as Ludke and André (1986); Demo (1994); Pimenta (2005); and Minayo (2011). The research is an alternative to support and innovate the teaching practice, the results made it possible to realize that there is evidence of research tools in the analyzed documents, but not a detailed and reasoned theoretically form, with some gaps. However, this study aims to contribute to the overcoming of adversity and research as key element for the initial and continuing teacher training.