PIBID como terceiro espaço de formação e valorização da prática docente em ciências biológicas

Abstract

This thesis discusses the issue of teacher training based on the Institutional Teaching Initiation Scholarship Program, in the Biological Sciences Degree course, at the Federal University of Alagoas. The basis of Pibid articulates teacher training (initial and continuing), valorization (of teaching and public schools), coordination between university and school with a view to improving the quality of teaching both in higher education and in basic education schools. Thus, we sought to answer: what elements contribute to Pibid Biology consolidating itself as a third space for teacher training? The objectives of this work were: to understand Pibid-Ciências Biológicas as a “third space for teacher training” (Zeichner, 2010, p. 486); investigate how the University/School and theory/practice are linked in the training process of Biological Sciences teachers at Ufal. The third training space is considered to be that space that seeks to overcome existing binaries between professional practical knowledge and academic knowledge, between theory and practice. To carry out this research, it was necessary to present an innovative element: the application of the interactive methodology (Oliveira, 2014) during the pandemic period. Consequently, data collection, carried out through the dialectical hermeneutic circle – CHD by Gadamer (1999) and data analysis, implemented through interactive dialectical hermeneutic analysis – AHDI, by Oliveira (2014) were applied and developed in the virtual environment. The results corroborated the thesis that Pibid-Ciências Biológicas functions as a third space for teacher training, a hybrid space that occurs in the intertwining of the training triangle of Nóvoa (2019), consisting of universities↔schools↔teachers, with the triad by Zeichner (2013), which involves educators↔university professors↔graduate students. The research also proved that participants see experiences, interpersonal and professional relationships as elements inseparable from training. Furthermore, they highlight that collaborative work and the interrelationships between teaching and research are essential elements of Pibid, building, with the entire set of activities made possible by the third training space, expertise and more solid and critical professional training.