A importância dos programas acadêmicos de apoio à prática docente na formação inicial e continuada de professores - Estudo de caso na UFPB

Abstract

Teacher training in the academic area is a teaching aspect that deserves attention for directly implying the nature of education in a country. It has been evolving with the structuring of the educator profession. This training was initially promoted by the so-called Escola Normal (high school with a teacher training curriculum). With the formalization through laws to structure this teaching model, we had the emergence of higher-level teacher training courses, highlighting the degrees, which become the means of training the teacher who will act mainly in formal education before graduation. Understanding that these professionals work directly with a changing society, we saw the need to promote continuing education that would serve as a resource to keep teachers always reflective about their practice. Some teaching programs enhance initial training in the Licentiate Degree in Biological Sciences on the U FPB campus and bring teachers to participate and collaborate. The study aimed to understand the impact and importance of academic programs to support teaching practice in the initial and continuing education of teachers, programs developed at the Universid ade Federal da Paraíba, mainly addressing participants in the last three (3) years (2017-2019). The research was qualitative and quantitative through a study case and used questionnaires via Google form as a data collection instrument, then were analyzed using the content analysis method. Specific bibliographical references on the subject were analyzed, as well as the content presented in official documents. From the theoretical foundation built, we raised an overview of academic programs aimed at teaching at UFPB. We applied questionnaires to undergraduate students and teachers participating in the Institutional Teaching Initiation Scholarship Program - PIBID, Pedagogical Residency Program, and Licentiate Program – PROLICEN, aiming to apprehend their perceptions about the academic impact of these programs on the teacher training of undergraduates and the continuing education of formal education before graduation's teachers. We were able to observe the advances and challenges that still exist in the establishment of teacher training, as well as the unanimity of the positive aspect of existing teaching practice in training. We saw that the internship is the main gateway to the teacher's field of work and that it has gaps that can be overcome with the development of the programs listed here. Teachers and students agreed on the effectiveness of the programs in promoting benefits for Brazilian education and corroborate the need to expand them, providing opportunities for more students, teachers, and schools to part icipate. It was evident that the studied programs can promote change in education and serve as enhancers in initial training and as a means of providing opportunities for continuing education, which justifies their expansion and the fight for more investm ent and resistance from existing programs. It is important to emphasize that the articulation between higher education institutions and formal education before graduation is beneficial for all involved. The Ethics Committee of the Centro de Ciências da Saú de da Universidade Federal da Paraíba (CCS) authorized the research with CAAE 44936621.0.0000.5188.