Formação de professores no âmbito do PIBID – Pedagogia - UFFS, Campus Chapecó (SC), no biênio 2014 – 2016: reflexões a partir do diário de bordo

Abstract

This article is originated by the autors’ concerns during the experiences in the Institutional Scholarship Initiative Program (PIBID). The program, with a clear focus on teacher training with a critical and reflective perspective, encourages the close relationship school – university based on the training for teaching. This process is generally recorded in the logbook instrument. In the exercise of problematization of the experience as fellows of initiation on teaching, is the principle of the object that guided us in this study: to what extend the PIBID – Pedagogy – UFFS campus Chapecó, approach or distance itself from a transforming criticalreflexive formation? In this sense, it assumes the main objective: to identify approximations and distances from the PIBID – Pedagogy of Universidade Federal da Fronteira Sul – UFFS – Chapecó, of a transformative critical-reflexive formation. To achieve this goal, at the moment, the search was carried out by content analysis having as empirical material the records of the Logbooks of scholarship students of Initiation to Teaching of PIBID – Pedagogy – UFFS, campus Chapecó. The research is based on a qualitative conception, which is used empirical documentary analysis, as Moraes (1999). The theoretical basis was anchored in the writings of Gadotti (2003), Pimenta e Lima (2005/2006), Paulo Freire, Nóvoa (1992) and others. In all, ten diaries, five of early childhood education and five of early years were analyzed. The results point to moments and formation quite distant from a critical-reflexive profile on the one hand and, on the other hand, strong evidence of a formation grounded in solid foundations of reflection guided by the theoretical study as mediator of interpretations of the lived practice. We conclude that the journals made by the scholarship holders have approximations and distances, and the distances from what is considered a transforming critical-reflexive formation, however, with greater signs in favor of this.