Saberes mobilizados no PIBID do curso de pedagogia da Universidade Federal da Fronteira Sul (UFFS), Campus Chapecó

Abstract

The research investigates the predominant knowledge mobilized by Pibid project from the Pedagogy Course of UFFS - Chapecó, based on the "Reservatório de saberes" by Gauthier et al. (2013), especially considering the knowledge of pedagogical action. This study belongs to the problematization field, and is related to teacher education. It produces, therefore, an analysis of the Programa Institucional de Bolsa de Iniciação à Docência (PIBID) from Pedagogy Graduation of Universidade Federal da Fronteira Sul – Campus Chapecó. This qualitative analysis begins with an identification of the specifiers categories of knowledge, which are relevant into teaching. Those are present in the studies of Gauthier and his collaborators as a debate with some of the main exponents of this kind of study nowadays, such as Tardif (2012). The empirical analysis will be guided mainly by the methodology of content analysis of Bardin (2016) and, it addresses the documents of the Program (2011 to 2017) that explain the epistemological, pedagogical, theoretical bases of it, as well as the institutional documents which reveal studies, debates and syntheses of the Pibid experiences in the training process of the graduates in Pedagogy of UFFS. In the results found, regarding the mobilization of the knowledge from the “Reservatório do saber” by Gauthier et al., the pointed out knowledge are: curricular, disciplinary, educational sciences, pedagogical tradition and experiential and pedagogic activities ones. By the pedagogic activities, greater attention is drew. It anchors the main reflections on the limits and possibilities of Pibid in the formation of pedagogy degree candidates. Documentary research revealed, through the categories of analysis that the teaching knowledge are mobilized and emerge in the development of the activities of Pibid. It is important to point out that some knowledge appears with more emphasis and frequency than others in the documents, but this does not allow us to affirm they are not mobilized in the development of the activities of the program or that they are not thought of by the organizers of Pibid. Another result achieved was that the Pibid Program aims, with all its activities, to promote impacts and contributions to the training of teachers and to basic education, in this way it was possible to verify in the documents that, Pibid elaborates and develops its activities contributing directly and effectively to undergraduate courses. Finally, we found out that in Pibid different knowledges are mobilized, which are characterized as inherent in teaching, as well as the program feedbacks training courses for teachers, in this case the training of pedagogues.