Qualidade da educação, saberes docentes e formação de professores: um diálogo com supervisores do Pibid Geografia

Abstract

The objective of this work lies on the research into the contribution of the Institutional Program of Scholarships for Teaching Initiation (PIBID) supervising teachers towards co-training of new Geography teachers, seeking, through actions and activities developed with the fellows, to identify which and how the teachers’ knowledge, categorized by Pimenta (1999), are related to the training process for improving education aiming social quality. Given these issues, the relevance of this research lies on the reflection upon the intrinsic elements that pass by the initial training of teachers in the quality of education debate. The education of geography teachers, under the aspect of social quality of education, reflects on the importance of this professional training, who has co-responsibility in the training process of citizens who need to read and interpret the world, from its living space and reach a global understanding in order to intervene in different spatial scales. In this sense, the importance of Pibid, as a teacher training policy, is presented as an instrument for professional training of new teachers. The research was developed from a literature review and questionnaires with open questions seeking to scrutinize the knowledge constituted by the Pibid supervisors at the partner schools of the Geography Subproject of Universidade Federal da Fronteira Sul - Campus Erechim. The analysis of data collected from the interviews are based on the categorization of knowledge according to Pimenta (1999) and on the concept of social quality of education, discussed by authors such as Dourado, Oliveira and Santos (2007); Gadotti (2013); Libâneo and Pimenta (1999); Silva (2009); Gusmão (2013) and Rebelatto and Tedesco (2012), among others. The results achieved demonstrate the direction that the program has taken, noticing the trend of co-training actions for quality of training and improving the results of the teaching-learning process of basic education students, through the exchange of experiences and school routine.