Self-training experiences of graduates in Physical Education of the Institutional Program of Scholarship for Teaching Initiation: self-learning for teaching
DOI:
https://doi.org/10.6063/motricidade.16238Abstract
This work evidences the self-training experiences of the PIBID with the autobiographical narratives of graduates in Physical Education of the Federal Institute of Education, Science and Technology of Ceará - Canindé campus. It aims to understand the self-training of graduates in Physical Education of the Program as learning for teaching. This descriptive research adopted the qualitative approach and the autobiographical method, taking as corpus of analysis the context of the autobiographical narratives and presents interpretative analyzes based on the formulations of authors as Pineau (1988), Ferrarroti (2014), Mizukami (2010) and Josso (2004, 2007). The analyzes, based on the focused experiences, show that the Institutional Program of Scholarship for Teaching Initiation developed self-training experiences because it produced existential, instrumental and relational teaching learning as representations of lived experience.
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