O PIBID no curso de Licenciatura em Química da UFMT : entre a ação qualificadora e a permanência

Abstract

This research is part of the thematic universe of higher education policies, which arises in the context of policies to expand this educational level, especially undergraduate degrees. The “Programa Institucional de Bolsa de Iniciação à Docência” (Pibid) is inserted in this context of expansion and in the relationship with a set of policies for the area of teacher training. The Pibid Program was created in 2007, and aims to provide students in the first half of the degree course with a practical approach to the daily lives of basic education schools, with a view to raising the quality of initial teacher training. From this angle, the Program is a qualifying action in education that is related to student permanence. This research was carried out in the Chemistry Degree course at UFMT. It is registered that this degree, in Brazil, has a high number of dropouts. In addition, there is a need for licensed teachers in chemistry to work in high schools in Brazil. The study has as its central question: What are the limits and possibilities of Pibid for the student's permanence in the degree in Chemistry at UFMT? The objective is to analyze the limits and possibilities of Pibid in the permanence of the graduate student in Chemistry at UFMT, Cuiabá campus in the Pibid Public Notice nº 7/2018 CAPES. Specifically, it sought to: Identify debates and concepts of permanence; Understand Pibid in the national context and at UFMT; To characterize the profile of the Pibid student, enrolled in Notice nº 7/2018 CAPES, in the degree in Chemistry at UFMT campus Cuiabá; Understand the permanence of the pibidian student in the course, from the perspective of the subjects involved in Pibid. This investigation has a qualitative approach and uses quantitative data to present the expansion of undergraduate courses in Brazil, in the period 1995-2018, using data from the Higher Education Census of the National Institute of Educational Studies and Research Anísio Teixeira (INEP). Bibliographic and documentary research is used for educational policies, especially for teacher training, and for the contextualization of Pibid with the presentation of a brief history and legal frameworks. A questionnaire was applied to the subjects of the researched course, using a Google Forms form to better understand the profile of these students, a semistructured interview was also conducted with 4 students and with the Institutional Coordinator of Pibid in this institution, in order to verify the from these subjects, aspects of the experience in the program and the permanence of the pibidian in the course. Our theoretical reference is supported by Silva and Veloso (2013) for the concept of access in higher education; in Primão (2015) for the concept of teaching qualifying actions; Silva and Nogueira (2015; 2016) for aspects of permission; Gatti, Barreto and André (2011) and Gatti and Barreto (2009) on teacher training; Veras (2017) who conducted a study of Pibid in his Chemistry course in his master's dissertation; Rigo (2018) who researched the academic pathways of students who entered the night degree in Chemistry; Lima (2018) who carried out in his Doctoral thesis a study on the role of Pibid in the formation of scholarship holders in the teaching of the Degree in Chemistry; and, finally, regarding the methodological path, we rely on Minayo (2010) and Bardin (2016). The results show that Pibid contributes to the quality of the initial training of undergraduate students, to the enhancement of their selfesteem, to confirm the desire to pursue a teaching career and therefore to the student's permanence in the course. On the other hand, the program has limits on the student's permanence in the course, to the extent that the program does not serve the universe of undergraduate students, nor has it been configured as a State Policy, and thus subject to discontinuity.