Por uma formação coletiva e colaborativa de professores: saberes e fazeres em diálogo com as contribuições do PIBID.

Abstract

In this article, I present a section of the scientific initiation and master's research on the contributions of the Institutional Program for Teaching Initiation Scholarship (PIBID), funded by the Coordination for the Improvement of Higher Education Personnel (CAPES), in the formation of teachers who worked in the PIBID Letters-Spanish Subproject. The objective of this study is to map and analyze how teaching knowledge and actions were (re)constructed in the collective and collaborative training of these subjects. To do this, this qualitative and interpretative research (Moita Lopes, 1994) used two questionnaires addressed to 24 undergraduate students and three supervising teachers and was also based on discussions by Freire (2000 [1996]), Imbernón (2009), Nóvoa (2001, 2007, 2009), Tardif (2000, 2010), among others. As a result, I found the Program's contributions to the subjects' personal knowledge, training knowledge prior to PIBID, professional knowledge, curricular knowledge, and experiential knowledge. Finally, I established connections between the narratives analyzed and complementary literature in the field of education sciences, making contributions to studies and reflections on collective and collaborative training, teachers' knowledges and practices.