Trabalho docente, supervisão e desenvolvimento profissional: múltiplas interlocuções no contexto do PIBID
Teaching, supervision and professional development: multiple interlocutions in the context of Pibid
Palavras-chave: Docência; Professor Supervisor; Formação em contexto de trabalho.
This article discusses teacher education focused on the performance of supervising teachers, among the multiple interfaces of the Institutional Program of Teaching Initiation Scholarship (Pibid), action of the National Teacher Training Plan that aims to encourage and value the teaching profession. This is a qualitative research undertaken through the partnership between the IFCE Cedar campus and three basic schools of municipalities in the interior of Ceará. The study was carried out in the context of the Degree in Mathematics course that has been developing program activities since 2009. It emphasizes teaching as a professional field of the teacher, its specificities and the need for working conditions that favor the development of the teaching action and highlights pibid as an action performed by different interlocutors. It was found that the supervision grant presupposes the opportunity for continuing education and the interaction of basic school-institution of higher education constitutes a space for the construction and sharing of didactic-pedagogical knowledge located in experience and practices, enabling professional development, where the primary school teacher has been consolidating as a teacher's co-trainer and graduating from the perspective of teaching learning.
Keywords: Teaching; Supervising Professor; Training in work context.