FORMAÇÃO DE PROFESSORES E POLÍTICAS PÚBLICAS EM DISCUSSÃO: O FUNCIONAMENTO DISCURSIVO DO REGULAMENTO DO PIBID

Abstract

This master thesis aims at analysing the regulation of the Institutional Program of Grants for Initiation to Teaching (PIBID), approved by the Ordinance n. 096, of July 18, 2013, of the Coordination for the Improvement of Higher Education Personnel - CAPES. PIBID is a program of the Ministry of Education, and managed by CAPES, which grants scholarship quotas to universities that are approved by the program. These scholarships are adressed to students who carry out activities in public schools of basic education.The program also provides financial resources to subsidize the subprojects that are part of the Institutional Program of each proponent university.This thesis is sustained by the French Discourse Analysis theory, founded by Michel Pêcheux in the 1960s.Thus, the gestures of interpretation come from a materialist discursive perspective.This perspective seeks to understand the socio-historical contexts in which discourses are formulated, as well as the ideology that interpellates the individual in subject.My objective is to analyze the functioning of the PIBID regulation through a discursive view, problematizing the issue of teacher education and public education policies aimed at the construction of consensus in our capitalist social formation.The interest in this theme is due to my practice as Professor of the Supervised Teaching Practice Course in the Letters-Portuguese Undergraduate Program of Universidade Estadual do Centro Oeste - UNICENTRO -, in Guarapuava-PR. Moreover, I have experience in the coordination of the PIBID Subproject Letters-Portuguese in the same university. From this vantage point, a strong concern has emerged: the recurrent discourse about the lack / failure in teacher education in Brazil.When one considers the regulation as a public policy of teaching by the governmental body, we ask ourselves about the effects of meaning mobilized in this document. It is produced by an institutionalized memory that reiterates the meanings of completeness, homogeneity and stabilization of power relations, by dichotomizing the relation between university and school and silencing the existence of confrontations / conflicts in these heterogeneous spaces.At the end of the analysis, I could see the intersection of two domains: the first is linked to financial support (thanks to the allocation of scholarships to program participants) and the second one is related to the professional training in undergraduate programs. It is a movement in which vocational training also needs the resource of funds to "finance" the construction of a professional practice. In fact, social and historical conditions linked to an imaginary in which the teacher is discredited and unmotivated are related to the program that tries to trim such edges, without, however, erasing them.