Experiential learning of initiation to teaching in PIBID
Journal Title: Práxis Educativa - Year 2018, Vol 13, Issue 1
Abstract
This work analyzes the learning of teaching from the insertion of teachers in initial formation in school every day. It seeks to understand how the learning for teaching is built from processes of homology of the practice, seen as a condition for producing reflections on the knowledge of teacher learning that are achieved in the daily life of the school from the relationship between teacher in professional practice and in-service teachers. The study involved two graduates of the course of Letters of the State University of Bahia, participants of the Institutional Program of Initiatives for Teaching - PIBID. As a research device, we use narrative interviews in the conception of the (auto) biographical approach. The study pointed out that teaching learning is built, also in the daily life of the school, in which educational practices are taken as an element of reflection for the construction of a proper way of conceiving teaching.
Authors and Affiliations
Fabrício Oliveira da Silva, Jane Adriana Vasconcelos Pacheco Rios
Keywords
Related Articles
- EP ID EP482195
- DOI 10.5212/PraxEduc.v.13i1.0012
- Views 107
- Downloads 0
Latin american identity and neoliberal ideology
This work summarizes the results of an investigation about the possibility of 2240 young Brazilians presenting a sense of belonging related to the Latin America, based on six questions chosen from the project Youth and H...
Youth Horizons of struggle for transport: the Zero Fee Movement in Belo Horizonte
This paper aims to present the results of a research on the context of the emergence of the Zero Fee Movement in the city of Belo Horizonte, Minas Gerais, Brazil, and the meanings conferred by young participants to the p...
Teacher training enhanced by Benjaminian remembering practices
This paper is a doctoral level research cutoff that was unfolded in an action research of teacher training with public school teachers of Basic Education, in the city of Londrina, in the state of Paraná, Brazil. The work...
Verbal mediation for students with intellectual disabilities in the multifunctional resource room: reflections and (pro)positions
This article discusses if and how practices of verbal mediation are carried out, through orality, by the specialist teachers who assist, before/after school, students with intellectual disabilities. The locus of empirica...
Transformations of the exam in the Colombian school (1890-1940): towards the classification and individualization of the school subject
This paper addresses the transformations of the concept of “exam” in the Colombian school between 1890 and 1940. For this, historical documents from Bogotá, Tunja, Medellín, Popayán, Cali and Palmira were referenced. For...