| dc.description.abstract | This Ph.D. thesis is inserted in the field of Formation Research, Knowledge and Professional Development of the Graduate Program in Education of the Federal University of Santa Maria and arises from the research of the dynamics and possible outspread of the permanent self(trans)formation with the professors and the students enrolled in the Institutional Scholarship Initiative Program (PIBID), in the subprojects of Chemistry and Biology within the IFFar, through the Investigative-formative Dialogical Circles. Therefore, it is expected to answer the following research problem: how the permanent self(trans)formation is constituted for area coordinators, professors/supervisors and scholarship students of the Institutional Program of the Initiation to Teaching Scholarship at the Farroupilha Federal Institute of Education, Science, and Technology, in the subprojects of Chemistry and Biology, which are linked to the undergraduate courses of this institution? Methodologically, this study is based on a qualitative approach of the case study type, however, it also has research-training characteristics, since the co-authors subjects actively participate in all stages of the research. For the dynamics of the formative meetings with the educators, the used methodology was the Investigative-Formative Dialogical Circles (HENZ, 2014), (FREITAS, 2015), (HENZ; FREITAS, 2015), inspired by the Freirean Culture Circles in approach to the research-formation (JOSSO, 2004, 2010). As a theoretical-conceptual basis, the proposals of Paulo Freire (1987, 2013, 2015) were used, along with other authors, such as: Henz (2003, 2007, 2010, 2012), Bolzan (2009), Isaia and Bolzan (2009), Gatti, Barreto e André (2011), Imbernón (2009, 2010, 2011), Tardif (2014), Nóvoa (1995), among others. From the dialogical narratives emerged from the Circles, in the meetings with the subjects, the general category of the study was evidenced: permanent self(trans)formation dynamics with professors, with two dimensions of categories. The first category is the formative trajectory, with the following articulating axes: initial formation, permanent formation, and professional development. The second one is the experience in PIBID with the following articulating axes: the insertion in PIBID, the relationship between the PIBID, the HEI (Higher Education Institution), and the School of Basic Education, Curriculum, LIFE-training space. It was observed from the analysis that the Investigative-Formative Dialogical Circles contribute to the reflection-action-reflection of the educational practices of the pibidianos and as an inter-place of permanent self(trans)formation between professors and licenciature students. | |
