Spanish PIBID: a space that brings school and future teachers together

This paper proposes a reflection on the Spanish Teaching Initiation Institutional Scholarship Program [Spanish PIBID] at the Federal University of Santa Catarina as a space that brings together schools and future teachers, in schools of the Florianópolis Metropolitan Regio...

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Autores:
Tipo de recurso:
http://purl.org/coar/resource_type/c_6653
Fecha de publicación:
2021
Institución:
Universidad Pedagógica y Tecnológica de Colombia
Repositorio:
RiUPTC: Repositorio Institucional UPTC
Idioma:
spa
OAI Identifier:
oai:repositorio.uptc.edu.co:001/13590
Acceso en línea:
https://revistas.uptc.edu.co/index.php/praxis_saber/article/view/10879
https://repositorio.uptc.edu.co/handle/001/13590
Palabra clave:
PIBID
initial training
teaching
foreign languages
PIBID
formación inicial
docencia
lenguas extranjeras
PIBID
formação inicial
docência
línguas estrangeiras
Rights
License
Derechos de autor 2021 Juliana Cristina Faggion Bergmann, Andréa Cesco
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network_acronym_str REPOUPTC2
network_name_str RiUPTC: Repositorio Institucional UPTC
repository_id_str
dc.title.en-US.fl_str_mv Spanish PIBID: a space that brings school and future teachers together
dc.title.es-ES.fl_str_mv El Programa Institucional de Becas de Iniciación a la Docencia de Español: un espacio de acercamiento entre la escuela y los futuros profesores
dc.title.pt-BR.fl_str_mv PIBID/Espanhol: espaço de aproximação entre escola e futuros professores
title Spanish PIBID: a space that brings school and future teachers together
spellingShingle Spanish PIBID: a space that brings school and future teachers together
PIBID
initial training
teaching
foreign languages
PIBID
formación inicial
docencia
lenguas extranjeras
PIBID
formação inicial
docência
línguas estrangeiras
title_short Spanish PIBID: a space that brings school and future teachers together
title_full Spanish PIBID: a space that brings school and future teachers together
title_fullStr Spanish PIBID: a space that brings school and future teachers together
title_full_unstemmed Spanish PIBID: a space that brings school and future teachers together
title_sort Spanish PIBID: a space that brings school and future teachers together
dc.subject.en-US.fl_str_mv PIBID
initial training
teaching
foreign languages
topic PIBID
initial training
teaching
foreign languages
PIBID
formación inicial
docencia
lenguas extranjeras
PIBID
formação inicial
docência
línguas estrangeiras
dc.subject.es-ES.fl_str_mv PIBID
formación inicial
docencia
lenguas extranjeras
dc.subject.pt-BR.fl_str_mv PIBID
formação inicial
docência
línguas estrangeiras
description This paper proposes a reflection on the Spanish Teaching Initiation Institutional Scholarship Program [Spanish PIBID] at the Federal University of Santa Catarina as a space that brings together schools and future teachers, in schools of the Florianópolis Metropolitan Region, showing actions and challenges faced for the consolidation of the program in the region. Based on a research done with the participants of the Spanish subproject—2012-2020—the project was analyzed from the perspective of PIBID teacher trainees, according to the topics highlighted by them, such as the relation between theory and practice, their presence in school, or the relation between the university and basic school. Based on official data on filled and unfilled school capacity, current challenges faced by teaching programs in universities were also taken into account, especially in the case of Spanish as a foreign language program, considering the need to keep teaching-fostering public policies in place. As a formative experience, the subproject is perceived as rewarding, having as a theoretical basis the training of reflective teachers and researchers, concerned with collaborating to maintaining high quality standards for public school as an institution that educates critical and autonomous citizens. 
publishDate 2021
dc.date.accessioned.none.fl_str_mv 2024-07-05T19:04:46Z
dc.date.available.none.fl_str_mv 2024-07-05T19:04:46Z
dc.date.none.fl_str_mv 2021-01-02
dc.type.none.fl_str_mv info:eu-repo/semantics/article
dc.type.coar.fl_str_mv http://purl.org/coar/resource_type/c_2df8fbb1
dc.type.coarversion.fl_str_mv http://purl.org/coar/version/c_970fb48d4fbd8a85
dc.type.coar.spa.fl_str_mv http://purl.org/coar/resource_type/c_6653
dc.type.version.spa.fl_str_mv info:eu-repo/semantics/publishedVersion
dc.type.coarversion.spa.fl_str_mv http://purl.org/coar/version/c_970fb48d4fbd8a237
format http://purl.org/coar/resource_type/c_6653
status_str publishedVersion
dc.identifier.none.fl_str_mv https://revistas.uptc.edu.co/index.php/praxis_saber/article/view/10879
10.19053/22160159.v12.n28.2021.10879
dc.identifier.uri.none.fl_str_mv https://repositorio.uptc.edu.co/handle/001/13590
url https://revistas.uptc.edu.co/index.php/praxis_saber/article/view/10879
https://repositorio.uptc.edu.co/handle/001/13590
identifier_str_mv 10.19053/22160159.v12.n28.2021.10879
dc.language.none.fl_str_mv spa
dc.language.iso.spa.fl_str_mv spa
language spa
dc.relation.none.fl_str_mv https://revistas.uptc.edu.co/index.php/praxis_saber/article/view/10879/10068
https://revistas.uptc.edu.co/index.php/praxis_saber/article/view/10879/12593
https://revistas.uptc.edu.co/index.php/praxis_saber/article/view/10879/10069
https://revistas.uptc.edu.co/index.php/praxis_saber/article/view/10879/10070
dc.rights.es-ES.fl_str_mv Derechos de autor 2021 Juliana Cristina Faggion Bergmann, Andréa Cesco
http://creativecommons.org/licenses/by-nc/4.0
dc.rights.coar.fl_str_mv http://purl.org/coar/access_right/c_abf2
dc.rights.coar.spa.fl_str_mv http://purl.org/coar/access_right/c_abf154
rights_invalid_str_mv Derechos de autor 2021 Juliana Cristina Faggion Bergmann, Andréa Cesco
http://creativecommons.org/licenses/by-nc/4.0
http://purl.org/coar/access_right/c_abf154
http://purl.org/coar/access_right/c_abf2
dc.format.none.fl_str_mv application/pdf
text/xml
text/html
application/epub+zip
dc.publisher.es-ES.fl_str_mv Universidad Pedagógica y Tecnológica de Colombia
dc.source.en-US.fl_str_mv Praxis & Saber; Vol. 12 No. 28 (2021): Educación ambiental desde culturas y territorios en conflictos socioambientales en América Latina; e10879
dc.source.es-ES.fl_str_mv Praxis & Saber; Vol. 12 Núm. 28 (2021): Educación ambiental desde culturas y territorios en conflictos socioambientales en América Latina; e10879
dc.source.fr-FR.fl_str_mv Praxis & Saber; Vol. 12 No 28 (2021): Educación ambiental desde culturas y territorios en conflictos socioambientales en América Latina; e10879
dc.source.it-IT.fl_str_mv Praxis & Saber; V. 12 N. 28 (2021): Educación ambiental desde culturas y territorios en conflictos socioambientales en América Latina; e10879
dc.source.pt-BR.fl_str_mv Praxis & Saber; v. 12 n. 28 (2021): Educación ambiental desde culturas y territorios en conflictos socioambientales en América Latina; e10879
dc.source.none.fl_str_mv 2462-8603
2216-0159
institution Universidad Pedagógica y Tecnológica de Colombia
repository.name.fl_str_mv Repositorio Institucional UPTC
repository.mail.fl_str_mv repositorio.uptc@uptc.edu.co
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spelling 2021-01-022024-07-05T19:04:46Z2024-07-05T19:04:46Zhttps://revistas.uptc.edu.co/index.php/praxis_saber/article/view/1087910.19053/22160159.v12.n28.2021.10879https://repositorio.uptc.edu.co/handle/001/13590This paper proposes a reflection on the Spanish Teaching Initiation Institutional Scholarship Program [Spanish PIBID] at the Federal University of Santa Catarina as a space that brings together schools and future teachers, in schools of the Florianópolis Metropolitan Region, showing actions and challenges faced for the consolidation of the program in the region. Based on a research done with the participants of the Spanish subproject—2012-2020—the project was analyzed from the perspective of PIBID teacher trainees, according to the topics highlighted by them, such as the relation between theory and practice, their presence in school, or the relation between the university and basic school. Based on official data on filled and unfilled school capacity, current challenges faced by teaching programs in universities were also taken into account, especially in the case of Spanish as a foreign language program, considering the need to keep teaching-fostering public policies in place. As a formative experience, the subproject is perceived as rewarding, having as a theoretical basis the training of reflective teachers and researchers, concerned with collaborating to maintaining high quality standards for public school as an institution that educates critical and autonomous citizens. Este artículo propone una reflexión sobre el Programa Institucional de Becas de Iniciación a la Docencia de Español en la Universidad Federal de Santa Catarina como un espacio de acercamiento entre la escuela y sus futuros docentes, en las escuelas de la Región Metropolitana de Florianópolis, donde se enfrentan desafíos y acciones para consolidar el programa en la región. A partir de una investigación hecha con los participantes del subproyecto de español —2012-2020—, se analizó el proyecto a partir del punto de vista de los participantes, teniendo en cuenta los temas que ellos destacan, como la relación entre teoría y práctica, su presencia en la escuela o la relación entre la universidad y la escuela básica. Según los datos oficiales sobre la oferta y la cobertura de vacantes, se consideraron también los desafíos actuales de las carreras de licenciatura, en especial la de español como lengua extranjera, lo que llevó a considerar la necesidad de mantener las políticas públicas de incentivo a la docencia. Como experiencia formativa, se percibe que el proyecto es gratificante, al tener como base teórica la formación de profesores reflexivos e investigadores, preocupados por la colaboración y el mantenimiento de una escuela pública de calidad, formadora de ciudadanos críticos y autónomos.Este artigo propõe uma reflexão sobre o Programa Institucional de Bolsa de Iniciação à Docência [PIBID] de Espanhol na Universidade Federal de Santa Catarina como espaço de aproximação entre a escola e seus futuros professores, em escolas da Região Metropolitana de Florianópolis, mostrando ações e desafios enfrentados para a consolidação do programa na região. A partir de uma pesquisa feita com os participantes do subprojeto Espanhol — 2012-2020 —, analisou-se o projeto a partir do olhar dos pibidianos, compreendendo os temas por eles destacados, como a relação entre teoria e prática, a presença na escola ou a relação entre universidade e escola básica. Fundamentando-se em dados oficiais sobre ofertas e preenchimento de vagas, considerou-se também os desafios atuais das carreiras de licenciaturas, notadamente a de espanhol como língua estrangeira, considerando a necessidade de manutenção de políticas públicas de incentivo para a docência. Como experiência formativa, percebe-se o subprojeto como recompensador, tendo como base teórica a formação de professores reflexivos e pesquisadores, preocupados com a colaboração na manutenção de uma escola pública de qualidade, formadora de cidadãos críticos e autônomos.application/pdftext/xmltext/htmlapplication/epub+zipspaspaUniversidad Pedagógica y Tecnológica de Colombiahttps://revistas.uptc.edu.co/index.php/praxis_saber/article/view/10879/10068https://revistas.uptc.edu.co/index.php/praxis_saber/article/view/10879/12593https://revistas.uptc.edu.co/index.php/praxis_saber/article/view/10879/10069https://revistas.uptc.edu.co/index.php/praxis_saber/article/view/10879/10070Derechos de autor 2021 Juliana Cristina Faggion Bergmann, Andréa Cescohttp://creativecommons.org/licenses/by-nc/4.0http://purl.org/coar/access_right/c_abf154http://purl.org/coar/access_right/c_abf2Praxis & Saber; Vol. 12 No. 28 (2021): Educación ambiental desde culturas y territorios en conflictos socioambientales en América Latina; e10879Praxis & Saber; Vol. 12 Núm. 28 (2021): Educación ambiental desde culturas y territorios en conflictos socioambientales en América Latina; e10879Praxis & Saber; Vol. 12 No 28 (2021): Educación ambiental desde culturas y territorios en conflictos socioambientales en América Latina; e10879Praxis & Saber; V. 12 N. 28 (2021): Educación ambiental desde culturas y territorios en conflictos socioambientales en América Latina; e10879Praxis & Saber; v. 12 n. 28 (2021): Educación ambiental desde culturas y territorios en conflictos socioambientales en América Latina; e108792462-86032216-0159PIBIDinitial trainingteachingforeign languagesPIBIDformación inicialdocencialenguas extranjerasPIBIDformação inicialdocêncialínguas estrangeirasSpanish PIBID: a space that brings school and future teachers togetherEl Programa Institucional de Becas de Iniciación a la Docencia de Español: un espacio de acercamiento entre la escuela y los futuros profesoresPIBID/Espanhol: espaço de aproximação entre escola e futuros professoresinfo:eu-repo/semantics/articlehttp://purl.org/coar/resource_type/c_6653http://purl.org/coar/resource_type/c_2df8fbb1info:eu-repo/semantics/publishedVersionhttp://purl.org/coar/version/c_970fb48d4fbd8a237http://purl.org/coar/version/c_970fb48d4fbd8a85Bergmann, Juliana Cristina FaggionCesco, Andréa001/13590oai:repositorio.uptc.edu.co:001/135902025-07-18 11:43:55.031metadata.onlyhttps://repositorio.uptc.edu.coRepositorio Institucional UPTCrepositorio.uptc@uptc.edu.co