PROGRAMA DE PÓS-GRADUAÇÃO EM EDUCAÇÃO - PPGE

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Navegando PROGRAMA DE PÓS-GRADUAÇÃO EM EDUCAÇÃO - PPGE por Autor "BIANCHINI, Ângelo Rodrigo"

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    Programa Institucional de Bolsas de Iniciação à Docência (PIBID): contribuições na formação de bolsistas licenciandos em Química
    (Universidade Federal do Maranhão, 2017-10-31) BEZERRA, Ana Carolina Balbino; LIMA, Lucinete Marques; 044945203-49; http://lattes.cnpq.br/0018671506508933; LIMA, Lucinete Marques; 044945203-49; http://lattes.cnpq.br/0018671506508933; LIMA, Francisca das Chagas Silva; http://lattes.cnpq.br/1233582014620052; BIANCHINI, Ângelo Rodrigo; http://lattes.cnpq.br/3543855549540163
    The research deals with the Institutional Program of Initiatives for Teaching (PIBID), with emphasis on its conception in the normative basis and its meanings, in the articulation of specific / pedagogical knowledge and in the relations undergraduate / basic education, and theory and practice in the process of teacher training in an institutional experience, seizing contributions and limits. This work is linked to the research line entitled "State and Educational Management" and to the research group "Basic and Higher Education Policy" of the Graduate Program in Education, Federal University of Maranhão. In the methodological course, a bibliographic, documentary and empirical descriptive and analytical study was carried out. Among the authors referenced are: Canan, Garnica, Saviani, Tanuri, Lima, Silva, Gomes, Tancredi, Pires, Medeiros, Farias, Rocha, Manfredi, Freitas, Nacarato, Fiorentini, Gatti, Candau, Manrique, Furkotter, Morelatti, Vásquez, Tardif, Zeichner, Fagundes, Santos, among others. In the exposition of the dissertation text, besides the introduction and conclusion, three sessions were developed. In the introduction we present the theme, the thematic clipping, the research problem, the objectives, the methodological design of the research and the synthesis of the form of exposition of the text. In the second session, we discuss the policies of teacher education for basic education in Brazil, valuing the advances of the normative base from a perspective of what education is right. In the third session, the focus of discussion will be the PIBID, with an emphasis on its historical origin, program design and development. And, in the fourth session, the PIBID is located in UFMA and the participation of the degree in Chemistry and its meanings in teacher training is analyzed. The results of our study demonstrated the potential of PIBID as a transformative program in relation to the contributions in the formation of students in the undergraduate course analyzed. However, despite the transformation that the program brings, it does not reach the totality of the graduates and emphasizes the importance, as well as the necessity of a national policy of valorization of the teachers, since this is configured as a transitional program.
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    Saberes de professoras afrouniversitárias da LIESAFRO: memórias de práticas educativas afrocentradas intersubjetiva
    (Universidade Federal do Maranhão, 2023-04-20) PEREIRA, Walquíria Costa; MACHADO, Raimunda Nonata da Silva; http://lattes.cnpq.br/5162649800057919; MACHADO, Raimunda Nonata da Silva; http://lattes.cnpq.br/5162649800057919; REGIS, Kátia Evangelista; http://lattes.cnpq.br/6070006731217251; NASCIMENTO, Ilma Vieira do; http://lattes.cnpq.br/3656084853145099; BIANCHINI, Ângelo Rodrigo; http://lattes.cnpq.br/3543855549540163
    This research analyzes the knowledge of AfroUniversity teachers as possibilities for intersubjective Afrocentered educational practices, in particular, in the Licentiate Course in African and Afro-Brazilian Studies (LIESAFRO), at the Federal University of Maranhão (UFMA). It is part of the research “Afro-descendant teachers in the Teaching: epistemic voices, expanding their analyzes around the concepts of Afro descendancy and Afrocentricity. It is based on the epistemic references of José Castiano's (2010) intersubjectivation, problematizing how the knowledge of Afro University teachers in the aforementioned course contribute to the production of Afro centered educational practices, based on questions such as: Who are the Afro descendant teachers in this Course? What is the knowledge of these Afro-descendant teachers? Where does this knowledge come from? What's your location? What are the contributions of this knowledge in the production of Afro-centered educational practices? It highlights the need to expand the production of knowledge about Afro descendancy, Afrocentricity and Afro-centered knowledge, especially in the field of education. The results identify the knowledge of resistance, identity, militancy and pain, as potentializers of the Afro-centered knowledge built by the AfroUniversity professors, during their life trajectories (especially educational and teaching). In addition, it notes their contributions in creating conditions and possibilities for the production of intersubjective Afro-centered educational practices in the teaching practice of higher education.