O processo de construção de identidades docentes no âmbito do programa institucional de bolsas de iniciação à docência - PIBID/Biologia

Abstract

To understand the scenery in which the teaching profession constitutes, where the new demands that motivate teachers to redefine their roles, tasks and identities. We investigated the participation of stock market´s Institutional Project Initiation Scholarship of the teaching profession - Pibid / Subproject of Biology, in a Public University from Paraná´s State; with the objective to identify and analyze the problems and difficulties experienced by the undergraduates still in training. This study investigated, mainly, the teacher´s construction identities influenced by the insertion of the licensee in this project. The objective was to identify and analyze how the learners´ participation in the Pibid´s Biology activities has contributed to the formation of their teacher identities. The research used a qualitative approach using as data collection instrument, structured interviews. The analysis of these data was given according to the methodological-theoretical assumptions´ analysis of content from Bardin (1977), with the emergence´s categories and subcategories posterior analysis. This data analysis allowed us to verify that the self-recognition of the participants under the Pibid/Biology, as well as the alterrecognition, with their peers, family and society, strongly influenced the process of construction of their teacher identities along the process of initial training. The results from this research suggest that the Pibid is a program that effectively contributes to teacher´s identities licensees in Biology, construction. Enabling the development and sharing knowledge and the complexity of the everyday school in teaching activities with their students at Basic Education. In addition to encouraging the critical actions and reflexive relations between theory and the teaching practice