Contribuições do PIBID para a formação inicial de professores de física: uma análise a partir dos focos de aprendizagem docente

Abstract

Historically, initial teacher training courses have sought to overcome the gap between theory and practice. In this context, the Institutional Scholarship Program for Teaching Initiation (PIBID) presents itself as a formative space capable of bringing future teachers closer to the school reality and promoting teacher learning. Given this context, the objective was to identify the contributions of PIBID to the teacher learning of undergraduate physics students. The qualitative research was conducted with four scholarship recipients from an interdisciplinary subproject in Natural Sciences at a public university in Southwest Paraná. The transcription of semi-structured interviews conducted with the scholarship recipients after six months of activities in schools was analyzed using Discursive Textual Analysis (DTA), employing the Adapted Teacher Learning Strands (FAD’) as a priori categories. The results showed contributions from PIBID in the five focuses analyzed. In Strand 1 – Interest in Teaching, both expressions of motivation and episodes of frustration in the face of challenges experienced in schools were observed. In Strand 2 – Practical Knowledge of Teaching, learning emerged mainly related to classroom performance, understanding the school context, and recognizing one's own teaching profile. Strand 3 – Reflection on Teaching presented the highest number of records, revealing that the scholarship recipients critically reflected on problems faced in their classroom performance, on the role of the teacher, on student learning, and on the potential and limitations of Inquiry-Based Teaching. In Strand 4 – Teaching Community, the collective construction of knowledge and the feeling of belonging to the group were identified, mainly through dialogue between teachers and scholarship recipients. Finally, in Strand 5 – Teacher Identity, teacher identity indicates that it is developing during the professional trajectory of some scholarship recipients, while others indicate the contribution of PIBID to the understanding that they will not pursue a teaching career. It is concluded that PIBID contributed to the teacher learning of undergraduate students, providing concrete teaching experiences, engagement with the school reality, a space for critical and joint reflection, and strengthening the construction of professional identity.