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Previous issue date: 2016-03-22 === Funda??o de Amparo ? Pesquisa do Estado do Rio Grande do Sul - FAPERGS === The present dissertation aims to approach the ongoing development of teachers and presents the findings of a survey consisting of 14 public school teachers in the Basic Education who act as supervisors of a Biology subproject in the Institutional Scholarship Program for Beginning Teachers (PIBID) in seven Higher Education Institutions of Rio Grande do Sul (RS). The purpose of this paper is to understand the impacts of the Institutional Scholarship Program for Beginning Teachers of the Biology subproject from different Higher Education Institutions for the ongoing development of the supervising teachers who work in the Basic Education schools in Rio Grande do Sul. In order to deepen the understanding about the contributions of PIBID to the ongoing development of teachers, an investigation of the teachers? perceptions from different mesoregions of the State has been proposed. According to the criteria set by the Brazilian Institute of Geography and Statistics (IBGE), Rio Grande do Sul (RS) is divided into seven mesoregions (Mid-Western; Mid-Eastern; Metropolitan area of Porto Alegre; Northeast;
Northwest; Southeast; South-West), from where the subjects of this survey were taken. For this purpose, a Higher Education Institution in each region was chosen as a sample. The data were collected by means of semi-structured recorded interviews and transcribed accurately by the researcher and analyzed through Discursive Textual Analysis. As the results of the analysis, categories that show an encouraging overview regarding the positive aspects that the program may offer to the ongoing development of teachers came out, especially with regard to the supervisors who work directly with the program. The engagement with the PIBID proposals renew the interest and affection for teaching. According to the teachers? accounts, it is possible to observe significant changes in their teaching practice. From the activities carried out and developed in partnership with the scholars who supervise, we could notice that they adopted a more reflective attitude, reconsidering some perceptions and conceptions regarding their teaching performance. Therefore, from their personal accounts, it is possible to realize that the adoption of new methodologies and practices have become part of their teaching actions. === A presente disserta??o aborda a forma??o continuada de professores e apresenta os resultados de uma pesquisa envolvendo 14 professores da rede p?blica de educa??o b?sica que atuam como supervisores no subprojeto de Biologia do Programa de Bolsas de Inicia??o ? Doc?ncia (PIBID) em sete Institui??es de Ensino Superior do Rio Grande do Sul (RS). Tem como objetivo compreender as influ?ncias do Programa Institucional de Bolsas de Inicia??o ? Doc?ncia (PIBID) do subprojeto de Biologia de diferentes Institui??es de Ensino Superior para a forma??o continuada dos professores supervisores que atuam nas escolas de educa??o b?sica no Rio Grande do Sul. A fim de aprofundar a compreens?o em rela??o ?s contribui??es do
PIBID para a forma??o continuada dos professores, prop?s-se investigar a percep??o dos docentes das diferentes mesorregi?es do Estado. De acordo com os crit?rios estabelecidos pelo Instituto Brasileiro de Geografia e Estat?stica (IBGE), o Rio Grande do Sul (RS) encontra- se dividido em sete mesorregi?es (Centro Ocidental Rio-grandense; Centro Oriental Riograndense; Metropolitana de Porto Alegre; Nordeste Rio-grandense; Noroeste Rio-grandense; Sudeste Rio-grandense e Sudoeste Rio-grandense), a partir das quais se estabeleceram os sujeitos da pesquisa. Para tanto, elegeu-se uma IES em cada regi?o para compor a amostra. Os dados foram coletados por meio de entrevistas semiestruturadas, gravadas em ?udio e transcritas fidedignamente pela pesquisadora, e foram analisados por meio da An?lise Textual Discursiva (ATD). Como resultados da an?lise emergiram categorias que vislumbram um panorama motivador relacionado ?s positividades que o programa pode oferecer ? forma??o continuada de professores, especialmente no que se refere aos supervisores que atuam diretamente com o programa. O envolvimento com as propostas do PIBID renovam o interesse e o gosto pela doc?ncia. Nos relatos dos professores, podem-se constatar mudan?as consider?veis em sua pr?tica. A partir das atividades engendradas e desenvolvidas em parceria com os bolsistas que supervisionam, percebeu-se que eles demonstraram adotar uma atitude mais reflexiva, reconsiderando algumas percep??es e concep??es em rela??o ao seu fazer profissional. Evidenciam, a partir de seus testemunhos, a ado??o de novas metodologias e pr?ticas que passaram a integrar suas a??es docentes.
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