Desenvolvimento de materiais didáticos e o seu papel na construção dos saberes docentes de bolsistas do PIBID dos cursos de ciências da natureza

Abstract

The Institutional Program of Initiation to Teaching Scholarship (PIBID), created in 2007, is an essential public policy for teacher’s training. Its goal is to integrate higher education with basic education, immersing teachers in schools, aiming to improve education and value the teaching area. The activities involved in PIBID, including the preparation and application of teaching materials, can provide the acquisition of Tardif's (2010) teaching knowledge. Accordingly, the purpose of this work is to research the role of the process of elaboration and application of teaching material in the construction of teaching knowledge, developed by PIBID scholarship holders of the Bachelor’s degree courses in the area of Natural Science at the Federal University of Sergipe - Campus Professor Alberto Carvalho. This essay takes a qualitative approach, as it’s based on social construction, that is, its goal is to explore perceptions, meanings and interactions people show with the research objective (FLICK, 2013). The research members were PIBID scholarship holders of degree courses in Natural Science, Physics and Chemistry who acted in the 2022 edict. For data production, social narratives were used, collected through three Google forms. Each form presents a purpose and orientation for writing, aiming for members to reflect on their feelings, challenges, learning, motivations and experiences in PIBID as well as the development and application of teaching materials. Correspondingly, the data interpretation instrument used was analyzing Bardin’s (2016) content. Based on the data it was possible to indicate that PIBID significantly helped the construction of teaching knowledge, as categorized by Tardif (2010): knowledge of professional training, disciplinary, curricular and experiential. In addition, after data analysis, collaborative teaching knowledge was identified, showing that the guidelines of coordinators and supervisors played an exceptional role in teaching identity consolidation. Therefore, it was observed that experiential and collaborative knowledge emerged more frequently, showing how PIBID helped the development of social and personal skills essential to educational practices, in addition to promoting a constant and enriching interaction between teachers in training and school professionals.