A construção da docência a partir das experiências do PIBID pedagogia - UFRN / CERES - Caicó / RN
The present work deals with the reflection and the teaching construction from the lived experiences between the years of 2015 and 2017, through the Programa Institucional de Bolsas de Iniciação à Docência – PIBID Pedagogia UFRN/Ceres campus of Caicó, Rio Grande do Norte. It has goals to understand t...
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| Formato: | bachelorThesis |
| Idioma: | pt_BR |
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Universidade Federal do Rio Grande do Norte
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| Endereço do item: | https://repositorio.ufrn.br/handle/123456789/37873 |
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| Resumo: | The present work deals with the reflection and the teaching construction from the lived experiences between the years of 2015 and 2017, through the Programa Institucional de Bolsas de Iniciação à Docência – PIBID Pedagogia UFRN/Ceres campus of Caicó, Rio Grande do Norte. It has goals to understand the student formation process of the course through the experiences and lived discoveries in PIBID, reflecting why school is often considered a happiness castration place, as well as reflect how PIBID practices configuring as freedom initiatives and educational autonomy.Keywords: Training process. Teaching and learning. Reflection. Teaching Construction. Then we questioned why so many children show disenchantment with the school space in the early years, and whether school can be a joyful, enjoyable and pleasurable place to teach and learn. The participating schools in this research are: the Escola Municipal Ivanor Pereira and the Escola Municipal Severina Ernestina Abigaill, located in the mentioned municipality, both contemplated for the PIBID performance. Methodologically, the research consisted in a Case Study, based on the theoretical writings of Alves (2008); Alves (2009); Freire (1992); Freire (2014); Pacheco (2008); Pacheco (2012); among others, which supported us as a basis for reaching at the final goal. The results of this work opportunized the understanding that the teacher-student formation, and its teaching and learning processes happens in a shared way, through the daily experiences, as well as the relationship with the environment. From this understanding, it understand that the school sets up as an environment of this teaching and learning, however, it does not constitute in many situations as a happiness environment, which makes this process boring and uninteresting, and therefore, urgent the transformation of school space in a self-discovery place, inspiration and reflective learning. |
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