A importância do Programa Institucional de Bolsas de Iniciação à Docência (PIBID) na educação física nas escolas públicas de Natal-RN: uma visão dos professores.
The deficits caused by the absence of public authority, when the compliance of their obligations in some ways, directly affect the school institutions, directly affect the educational institutions reflecting itself, specially, the quality of education offered. It is in this context that Physical Edu...
Na minha lista:
| Autor principal: | |
|---|---|
| Outros Autores: | |
| Formato: | bachelorThesis |
| Idioma: | pt_BR |
| Publicado em: |
Universidade Federal do Rio Grande do Norte
|
| Assuntos: | |
| Endereço do item: | https://repositorio.ufrn.br/handle/123456789/39430 |
| Tags: |
Adicionar Tag
Sem tags, seja o primeiro a adicionar uma tag!
|
| Resumo: | The deficits caused by the absence of public authority, when the compliance of their obligations in some ways, directly affect the school institutions, directly affect the educational institutions reflecting itself, specially, the quality of education offered. It is in this context that Physical Education curricular component bumps into limits that make it difficult to achieve, in a degree of excellence, the objectives it proposes. On the other hand, educational programs aimed at teacher education have contributed greatly to the change of this scenario, not only through reflections on the challenges facing the school reality, but mainly through interventions effectively capable of achieving sensible improvements. Thus, this paper aims to analyze the contributions of the Institutional Program for Teaching Initiation Scholarships (PIBID) of the Physical Education Course of the Federal University of Rio Grande do Norte (UFRN), in the public schools of Natal/RN, based on the perception of the supervising teachers attended by that one and as specific objectives, to realize its relevance in the legitimation of PE in schools, as well as to verify the contributions coming from the effective approximation between school and university, bringing its benefits to the continuing education of public school teachers.Thus, our research qualifies as qualitative, descriptive analysis, circumscribing itself in the orality method and having, as its main source, interviews granted by teachers. Regarding the relevance of the thematic approached, we point out the importance of maintaining PIBID/EF in the Brazilian educational framework and, more precisely, in the Potiguar reality, in order to legitimize the presence of Physical Education in the school environment, as well as to enable the teacher in formation, unique experiences in the construction of their professional identity. |
|---|