The performance of the supervisory teachers from Pibid/UFSM/Pedagogy: school management challenges

Authors

  • Rosane Carneiro Sarturi Universidade Federal de Santa Maria -UFSM
  • Nicole Zanon Veleda Universidade Federal de Santa Maria - UFSM

DOI:

https://doi.org/10.5902/2318133820502

Abstract

The work presents a study about the Pibid/UFSM/Pedagogy impacts - Early Years in the practices of the supervisory teachers. The main objective is to identify the understanding of teachers about the school management process from their contribution to supervisors of the subproject in schools. The methodology used in this study was qualitative approach, case study, semi-structured questionnaires. It is possible to conclude the relevance of these teachers as tutors to the Introduction to Teaching scholarship and the subproject contribution on their experiences, such as construction and reflection of their school practice.

Key-words: pedagogy, public policy, teaching practice, school management, introduction to teaching.

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References

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BRASIL. Decreto n. 7.219, de 24 de junho de 2010. Dispõe sobre o Programa Institucional de Bolsa de Iniciação à Docência - PIBID e dá outras providências. Diário Oficial da União, n. 120, seção 1, p. 4-5, 2010. Disponível em <https://www.capes.gov.br/images/ stories/download/diversos/DecretoPIBID_240610.pdf>. Acesso em 10 jun. 2014.

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Published

2016-06-07

How to Cite

Sarturi, R. C., & Veleda, N. Z. (2016). The performance of the supervisory teachers from Pibid/UFSM/Pedagogy: school management challenges. Regae: Revista De Gestão E Avaliação Educacional, 5(10), 7–20. https://doi.org/10.5902/2318133820502

Issue

v. 5, n. 10, jul./dez., 2016

Section

Artigos

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