Formação continuada de professores : estudo acerca da participação dos supervisores pedagógicos do CODAP no subprojeto Educação Física PIBID/UFS

Abstract

Continuing Education is one of the paths for the professional updating of teachers in the exercise, it is essential for a better quality of teaching in Basic Education and professional appreciation of the teacher. It is in this process of qualification that new teaching methods and new approaches to teaching are taught in the teaching-learning process. The PIBID is a program that promotes the insertion of graduates in undergraduate programs in the context of public schools to develop didactic pedagogical practices and activities. In this work of monograph, we will investigate the PIBID program as a means of Continuing Education of Pedagogical Supervisors, observing the planning and the methods worked in the teachinglearning process of the Physical Education Curricular Component of CODAP. The qualitative descriptive research was used as a methodology for the purpose of investigating the responses of pedagogical supervisors of axis II of Physical Education, what is the influence of the PIBID/UFS program in its growth and professional appreciation. Four primary teachers of the College of Applied Collaboration (CODAP / UFS) collaborated with the research, being these the pedagogical supervisors of said program. Four questions were used as a research tool to direct the interview recorded in audio and later transcribed. Given the data, after the analyzes and discussions, the main conclusion was that the PIBID Program, funded by the Coordination of Improvement of Higher Education Personnel (CAPES), is a means of professional updating that provides substantiated subsidies for professional valuation, as well as promotes a better teaching quality for the Physical Education discipline. Therefore, we consider PIBID as a relevant program for professional updating, since there is interaction and mutual exchange of knowledge, experiences among those involved, such as pedagogical supervisors, coordinators and graduation students, as well as the reflection of the teaching practices, thus enriching the didactic-pedagogical methodologies of the teaching-learning process for the Physical Education School discipline