Políticas públicas na formação de professores de Geografia: análise dos efeitos do Programa Institucional de Bolsa a Iniciação à Docência nos anais do ENPEG 2013

Abstract

The objective of this dissertation was to analyze the PIBID effects, as a public policy, for the theoretical-methodological framework of Geography teaching, using as analysis' parameter articles in the annals of the Encontro Nacional de Ensino em Geografia (ENPEG) - 2013 edition. This research is a part of a bigger project supported by CNPq (Brazilian National Council for Scientific and Technological Development), which is extended the analysis to the last three editions of ENPEG (2011, 2013 and 2017). The documentary research and the content analysis were utilized as methodology. For the articles data collection, a previously organized document was used. The presented results identify the academic production associated with PIBID; recognize the methodologies used in the development of practices; evidence the subjects used in Geography's PIBID projects; identify didactic and pedagogic tendencies for the geography teaching; and demonstrate the articulation between theory and practice that was exposed in the articles.