PIBID and disputes for senses of teaching and teacher training: The path of the program between 2007 and 2018





PIBID, Pedagogy, Teacher training, Policy cycle, Public policies for teacher education


This article aims to analyze the trajectory of PIBID (Institutional Program for Teaching Initiation Scholarships) between 2007 and 2018 from the perspective of the policy cycle (Bow et al., 1992). The study conducts the following question: how do those who acted in the context of influence, text production and practice interpret the trajectory of PIBID? To answer it, we worked with documentary analysis, interviews and questionnaires through which the testimonies of 51 PIBID actors were obtained. The data were analyzed with the contribution of several authors, among which Zeichner stands out in the training of teachers and Ball in public educational policies. The results indicate that, throughout its trajectory, PIBID embodied the disputes over the meanings of teaching and training between progressives (transformers) and liberals (reformers). This caused the program to undergo hard changes that ultimately disfigure its essence. It was observed that, in the context of the analyzed practice - a PIBID Pedagogy of a federal university in Rio de Janeiro, due to the interpretations and translations of the actors, the changes that the program underwent did not affect the pedagogical work developed because the sense of teaching constructed overlapped to the policy message.



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Author Biography

Giseli Barreto da Cruz, Universidade Federal do Rio de Janeiro - UFRJ

Professora da Faculdade de Educação e do Programa de Pós-Graduação em Educação da Universidade Federal do Rio de Janeiro (UFRJ).

Pedagoga, Mestre e Doutora em Educação.

Coordenadora do Grupo de Estudos e Pesquisas em Didática e Formação de Professores (GEPED/CNPq).


2021-08-16 — Updated on 2021-08-17

How to Cite

Campelo, T. da S., & Cruz, G. B. da. (2021). PIBID and disputes for senses of teaching and teacher training: The path of the program between 2007 and 2018. Education Policy Analysis Archives, 29(August - December). https://doi.org/10.14507/epaa.29.5854

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