O impacto dos cursinhos populares na formação dos futuros-professores da educação básica - O cursinho Articula Vestibular de Diadema
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Data
2021-02-19
Autores
Lima, Ariane Cristina de Oliveira [UNIFESP]
Orientadores
Cruz, Eliane de Souza [UNIFESP]
Tipo
Trabalho de conclusão de curso de graduação
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O presente trabalho visa analisar o papel dos cursinhos populares na formação docente. É um estudo integrado ao Programa de extensão Articul@ções - Pesquisa e Práticas na Educação Básica e Ensino Superior e que utilizou o cursinho Articula Vestibular como objeto de estudo. Partimos do pressuposto de que os cursinhos populares são pensados como ambientes complementares à formação pelo fato dos estágios curriculares serem insuficientes e o PIBID e o RP oferecerem poucas vagas. Os objetivos foram: (i) descrever as contribuições para os futuros-professores nesta primeira regência e/ou prática de ensino em contexto real de sala de aula após a experiência no cursinho; (ii) identificar as dificuldades enfrentadas pelos futuros-professores nesta primeira regência ou prática de ensino em contexto real e (iii) analisar o contributo do cursinho para a formação profissional dos futuros-professores. Foi realizado um estudo documental das respostas dadas a um formulário de avaliação do cursinho e foram realizadas três entrevistas junto aos professores em formação e/ou já formados que ministram aulas no cursinho. Os resultados revelaram que a vivência no cursinho impacta positivamente os futuros docentes pois os aproximam da futura profissão, propiciando desenvolvimento pessoal e profissional, colaborando para a formação de um professor com prática socialmente transformadora. Vale também a reflexão de que não é, ou não deveria ser de responsabilidade dos cursinhos, contribuir para a formação docente dos licenciandos, cabem as instituições pensar sobre as lacunas deixadas nos cursos de licenciatura.
This work aims to analyze the impact of popular courses in teacher education. It is a study integrated into the Articul@tions - Research and Practices in Basic Education and Higher Education extension program and which used the college entrance examination course as the object of study. We start from the assumption that popular courses are thought of as complementary environments for training because curriculum internships are insufficient and PIBID and RP offer few vacancies.The objectives were: (i) to describe the gains of future teachers in this first regency and / or teaching practice in a real classroom context after the experience in the cram; (ii) to identify the difficulties faced by future teachers in this first regency or teaching practice in a real context and (iii) to analyze the contribution of the course to the professional training of future teachers.A documentary study of the responses given to a course evaluation form was carried out and three interviews were conducted with teachers in training and / or already trained who teach classes in the course. The results revealed that the experience in the course positively impacts future teachers as it brings them closer to the future profession, providing personal and professional development, contributing to the formation of a teacher with socially transforming practice. It is also worth reflecting that it is not, or should not be the responsibility of the courses, to contribute to the teacher education of undergraduate students, it is up to the institutions to think about the gaps left in undergraduate courses.
This work aims to analyze the impact of popular courses in teacher education. It is a study integrated into the Articul@tions - Research and Practices in Basic Education and Higher Education extension program and which used the college entrance examination course as the object of study. We start from the assumption that popular courses are thought of as complementary environments for training because curriculum internships are insufficient and PIBID and RP offer few vacancies.The objectives were: (i) to describe the gains of future teachers in this first regency and / or teaching practice in a real classroom context after the experience in the cram; (ii) to identify the difficulties faced by future teachers in this first regency or teaching practice in a real context and (iii) to analyze the contribution of the course to the professional training of future teachers.A documentary study of the responses given to a course evaluation form was carried out and three interviews were conducted with teachers in training and / or already trained who teach classes in the course. The results revealed that the experience in the course positively impacts future teachers as it brings them closer to the future profession, providing personal and professional development, contributing to the formation of a teacher with socially transforming practice. It is also worth reflecting that it is not, or should not be the responsibility of the courses, to contribute to the teacher education of undergraduate students, it is up to the institutions to think about the gaps left in undergraduate courses.
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Citação
LIMA, Ariane Cristina de Oliveira. O impacto dos cursinhos populares na formação dos futuros-professores da educação básica - O cursinho Articula Vestibular de Diadema. 2021. 67 f. Trabalho de conclusão de curso (Graduação em Ciências) - Instituto de Ciências Ambientais, Químicas e Farmacêuticas, Universidade Federal de São Paulo, Diadema, 2021.