Banca de DEFESA: MAGNO CLERY DA PALMA SANTOS

Uma banca de DEFESA de DOUTORADO foi cadastrada pelo programa.
DISCENTE : MAGNO CLERY DA PALMA SANTOS
DATA : 04/02/2021
HORA: 09:00
LOCAL: Remoto, via RNP
TÍTULO:

Among quality, professional turns and futures in teaching: the Pibid and the supervisors teachers production.

PALAVRAS-CHAVES:

KEYWORDS: Discourses. Experience. Governmentality. Pibid. Supervision.

PÁGINAS: 176
GRANDE ÁREA: Ciências Humanas
ÁREA: Educação
SUBÁREA: Tópicos Específicos de Educação
RESUMO:

This Thesis has as its study object the Pibid’s experience of supervision. It is based on the post-critical studies, highlighting Michel Foucault and the subject production. Hence, as the main question: how the subjects are produced in the experience of supervision in Pidib at UESB on the campus from Vitória da Conquista-BA? This question inspired the main objective, which was to investigate the subject production in Pidib at UESB on the campus from Vitória da Conquista-BA, focusing on the experience of supervision. The argument endorsed is on the existence of a pedagogical apparatus of teaching initiation, which constitutes the experience of supervision on Pibid according to a governmental logic. This apparatus works like prodigious machinery that has a purpose to lead the subjects, catch them and shape them, in an experience of supervision, conforming to order, prescription, control of events, and unforeseen events. In this research, the empirical material was composed of Public Notices and ordinances from CAPES/Pibid of the Institution Project from UESB, its partial and final reports, reflective diary/essays of the teachers, experience reports, interviews, and observation. This material was analyzed by the discourse analysis inspired by Foucault, for know discourses and positions of the subjects that were demanded by them. The discourses involved in the constitution of experiences of supervision were: of enhancement of licentiate degree, of quality, of innovation, of experimentation, of cooperation, of financial management, of education financing, of partnership among institutions, of pedagogical practices of excellence and of neoliberal discourses; pedagogical discourse, of improvement in teacher education, of hope, of exhilaration and adventure, of a great program, of experimentation, of the lacking in the public schools, of requiring of professional change, of post-graduation, of productive care, of a missionary, of flexible accumulation, of reflective teacher, of disjunction between theory and practice, of professional preparation of financial optimization; of learning by practices in the laboratory; of uncertainty; of quality evaluation; of methods of work; of teacher improvement; of practice observation; of partnership; of management of different classrooms; of didactic planning. Related to those discourses the following subjects positions are corresponding: experienced supervisors, inventive, with great didactic pedagogical events, motivated, committed to solving problems related to teaching and learning and in different school contexts, model professionals; different, believers, researchers, focused, vigilant, careful, productive, missionaries, reflective, capable, effective, obedient, motivated, hardworking, dedicated, bothered; heroics, warriors, overcoming difficulties, essayists, decisive, fearful, attentive, organized, uncomfortable and who acting collectively, experts, representative, emotional, complacent, concentrated. The pedagogical apparatus of teaching initiation operating by the pastoral power proved to be efficient in the production of Pibid, which weren’t identified resistances, questions, opposite positions to what was established. It is summed up that by the standpoint of governmentality the experience of supervision wasn’t constituted as a transformative process. The Pibid aims to its purity, cleanliness, agility, to be related to general situations, rationalization, indication about what makes a curriculum works, as a pedagogical practice must work, which places are more productive to have classes, what kind of learning should be invested, what example of teacher must be followed. It is an experience with the production of subjects that perform the actions of the pedagogical apparatus of teaching initiation, supporting the truths relating to teacher education and being sustained by them.

MEMBROS DA BANCA:
Presidente - 630.606.043-04 - MARLECIO MAKNAMARA DA SILVA CUNHA - UFAL
Interno(a) - 1148606 - ROSILEIA OLIVEIRA DE ALMEIDA
Externo(a) à Instituição - EDINALDO MEDEIROS CARMO - UESB
Externo(a) à Instituição - JOSÉ ROBERTO FEITOSA SILVA - UFC
Externo(a) à Instituição - MARCIA SERRA FERREIRA - UFRJ