Summary of Aprendendo a ser professor/professora no PIBID: vivências nas escolas e reflexões no diário de campo

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00:00:00 - 01:00:00

In the YouTube video "Aprendendo a ser professor/professora no PIBID: vivências nas escolas e reflexões no diário de campo," various presenters, including Professor Rosen Ramos and Professor Maristela, discuss the critical role of field diaries in teacher training and the challenges faced by educators in schools. Professor Ramos highlights the necessity of recognizing and valuing teachers from their formative stages, while also emphasizing the significance of the unique organizational culture within schools which influences teaching dynamics. The speakers reflect on the ongoing challenges in education, including resource shortages and the impact of inclusion demands on teaching effectiveness, while advocating for proactive approaches to engage students and families in the educational process. They also stress the importance of practical experiences in the PIBID program, encouraging aspiring teachers to observe and respect existing school cultures while fostering collaborative planning and ethical practices to enhance the learning environment. Overall, the session underscores the need for keen awareness of school dynamics and a commitment to continuous professional development in the face of systemic challenges.

00:00:00 In this section, the presenters welcome the audience and introduce Professor Rosen Ramos, who is invited to discuss the significance of field diaries in the training of teachers. The session is moderated by Professor Maristela, who outlines Ramos' impressive academic credentials, including her degrees and extensive experience in teacher education and educational management. Professor Ramos expresses her gratitude for the invitation and shares her enthusiasm for engaging in discussions about the challenges of becoming a teacher, emphasizing the importance of teacher training and the impact of educational policies on promoting the profession. She highlights the necessity of valuing educators from their formation phase to ensure they are respected and recognized in their roles as professionals.
00:05:00 In this section, the speaker reflects on the impactful work of Professor Maristela in integrating technology within education, emphasizing her contributions to the local community. They express their desire to share knowledge with others, particularly students in teacher training programs, while discussing two critical themes: the daily challenges of being a teacher and the significance of the Field Diary as a reflective tool. Drawing inspiration from Paulo Freire, the speaker characterizes the school as a vibrant community composed of diverse individuals, highlighting the need for interpersonal connections and shared experiences. Additionally, they metaphorically liken the PIBID program to fertile soil intended to nurture and cultivate the potential of aspiring teachers, encouraging them to broaden their perspectives on education beyond mere teaching and learning, as they embark on their journey in the profession.
00:10:00 In this section, the speaker emphasizes the importance of viewing the school as a social organization where new teachers, referred to as "seeds," can grow and develop within its established culture. They highlight that schools, despite their challenges, serve as fertile ground for aspiring educators to cultivate their professional identities. The discussion touches on the everyday functioning of schools, their role in society, and the collaborative nature that exists among students, teachers, and the larger community. The importance of understanding the unique organizational culture that each school embodies is also stressed, pointing out that this differentiation is crucial for educators as they navigate their roles within the educational system.
00:15:00 In this section, the speaker emphasizes the importance of understanding the organizational culture of schools, which is shaped by the people within them, including the administration, teachers, and students. They discuss how different schools have distinct identities based on their unique cultures, which influence their policies, daily functioning, and the general atmosphere of the school. The speaker encourages individuals entering the teaching profession to pay attention to these cultural nuances, as they significantly affect school dynamics and can impact students' and educators' experiences. Additionally, they highlight that the organizational climate develops over time and can begin with leadership or specific groups within the school, ultimately contributing to the overall educational environment.
00:20:00 In this section, the speaker emphasizes the importance of understanding the organizational climate of schools, particularly in the context of ongoing challenges faced by educational institutions in the region of Itabuna. The climate is described as variable and dependent on current circumstances and projects, highlighting the significance of participation and engagement among staff and students. The speaker also reflects on their extensive experience in education, noting persistent issues such as a lack of human resources to adequately meet the needs of students and the school community. These challenges are particularly evident in the context of initial education, where the need for more professionals remains critical. As new teachers entering the PIBID program, the audience is reminded that while they may initially not perceive the shortage of staff, it is a significant challenge that impacts the educational experience and effectiveness.
00:25:00 In this section, the speaker discusses the challenges faced by teachers in schools, particularly the lack of professional support due to the overwhelming workload experienced by educators. The increasing demand for inclusion and support for special needs students highlights the insufficiency of resources, which can impede effective teaching. Conditions such as extreme heat and inadequate facilities, like broken boards and insufficient materials, further complicate the learning environment. The speaker notes specific instances of resource scarcity, including missing supplies and faulty technology in computer labs that cannot function due to electrical limitations. This emphasizes the difficulties teachers encounter and the critical importance of addressing these systemic issues to improve the educational experience for both students and educators.
00:30:00 In this section, the speaker discusses the critical role of technology in education, emphasizing that it should complement rather than replace teachers. They highlight the challenge educators face in addressing diverse learning levels among students, urging future teachers to seek effective teaching methods that prioritize student learning. The speaker points out that students with learning difficulties truly challenge teachers to innovate in their practice. Additionally, they address issues of inappropriate behavior and violence in schools, advocating for a deeper understanding of these issues within the educational context rather than outside of it. By doing so, teachers can create a more effective learning environment and manage conduct that disrupts the educational process, thus reinforcing the importance of addressing behavioral challenges directly in the classroom.
00:35:00 In this section, the speaker discusses the importance of practical experiences in schools for individuals involved in the PIBID program, highlighting the need for a genuine commitment from both teachers and students to learning. They emphasize that being a dedicated educator involves more than just fulfilling responsibilities; it requires active engagement and a sense of belonging within the educational environment. The speaker reflects on the challenges of maintaining such commitment amidst personal limitations and external pressures, suggesting that this commitment should extend beyond the classroom and involve continuous self-evaluation of educational practices. Furthermore, they address the broader challenge of making schools more attractive to students, encouraging collaboration between educational institutions and public policies to create an engaging learning atmosphere that motivates students to look forward to their return to school.
00:40:00 In this section, the speaker reflects on the challenging conditions faced in some schools, such as broken furniture and inadequate facilities, which make the teaching environment less attractive for both students and teachers. They emphasize the need for better resource allocation, particularly for municipal schools, and highlight the importance of having a conservation policy for newly constructed model schools. Additionally, the speaker discusses the critical role of planning and executing lessons effectively, arguing that a well-thought-out lesson plan that considers past student interactions and class dynamics is vital for successful teaching. They express concern over a systemic approach to teaching that overlooks the need for personal engagement and adaptability in lesson planning, stressing that teachers must continue to plan, even with years of experience, to foster meaningful learning experiences for students.
00:45:00 In this section, the speaker emphasizes the importance of identifying and addressing the diverse needs of students and teachers within the school environment, which often extends beyond just academic learning. They highlight that many students may require emotional support, while teachers might need additional guidance, especially when adjusting to new school settings. The speaker underscores the necessity of open communication and understanding of individual circumstances, such as a student's tardiness, which could be due to external factors like transportation issues. Additionally, the speaker stresses the critical role of ethics in education, arguing that teachers must learn and practice ethical standards to foster respectful relationships and ensure effective citizenship formation in students.
00:50:00 In this section, the speaker emphasizes the importance of respecting the existing culture and norms of a school as a PIBID participant. They highlight that interns should not assert their opinions but rather observe and reflect on their experiences within the school environment. By entering the school as learners rather than evaluators, PIBID interns can better appreciate the complexities of educational contexts. The speaker also underscores the necessity of adhering to school rules and suggests that any critical discussions about practices should be reserved for appropriate settings outside the school. Ultimately, they advocate for a respectful and ethical approach to engaging in the school community, focusing on personal growth and professional development rather than on imposing changes.
00:55:00 In this section, the speaker discusses the importance of collective planning in education, emphasizing that collaboration among university professors, school teachers, and students is crucial for effective teaching and learning. They highlight a challenge that is often not immediately visible, which involves the relationship between schools and families, noting that many reports reflect difficulties in family engagement. The speaker encourages future teachers to reflect on these challenges, questioning why family participation is lacking and how schools can improve collaboration with families. They advocate for a proactive approach to teaching that includes continuous reflection on practices, urging aspiring educators to embrace the act of teaching and foster an environment that attracts and retains student interest.

01:00:00 - 01:55:00

The video "Aprendendo a ser professor/professora no PIBID: vivências nas escolas e reflexões no diário de campo" highlights the crucial role of reflective practice and collaborative learning in the teaching profession, particularly within the PIBID program. The speaker emphasizes the importance of maintaining a Diário de Campo (Field Diary) as a tool for personal growth, critical reflection, and professional identity development. By documenting experiences and engaging in honest dialogue with colleagues and students, future educators can fill knowledge gaps and foster an enriching educational environment. The narrative underscores the significance of addressing classroom dynamics, inappropriate behaviors, and the emotional responses they evoke, while advocating for a more compassionate and collaborative approach to teaching. Ultimately, the speaker encourages educators to embrace continuous learning, adapt teaching methods, and create supportive communities that enhance both personal and collective experiences in the field.

01:00:00 In this section, the speaker emphasizes the significance of reflective practice in education, particularly through the use of a Diário de Campo (Field Diary). They argue that without reflection, educators may lose the ability to innovate and adapt, requiring them to think critically about their teaching strategies and responsibilities. The speaker stresses the importance of personal accountability and the need for educators to develop their professional identity through self-exploration and collaboration with peers. By encouraging a proactive approach to reflection and self-assessment, they highlight the ongoing process of forming a professional teaching identity and the value of teamwork, despite the inherent challenges. Ultimately, the speaker advocates for a continuous journey of learning and adaptation in the teaching profession.
01:05:00 In this section, the speaker emphasizes the importance of collaborative and collective work in the educational environment, particularly within the context of the PIBID program. They urge future teachers to participate actively and unite as a group, recognizing that individual gaps in their knowledge can be filled through collaboration. The speaker highlights the significance of dialogic practice, encouraging participants to engage in active listening—not only to fellow teachers but also to students—to enhance their own learning and teaching methods. They stress the necessity of asking questions throughout the teaching process to gauge understanding rather than waiting until the end. By fostering a supportive community where everyone can contribute, the collective experience can lead to professional growth and the enrichment of teaching practices. The analogy of sunflowers is used to illustrate that, just as sunflowers thrive together, educators must recognize their interdependence and the value of their contributions to one another's development.
01:10:00 In this section, the speaker emphasizes the importance of collaboration and support within the school environment, encouraging participants to seek guidance and build relationships with colleagues, teachers, and school administrators. They highlight the significance of engaging in dialogue and teamwork to make the educational process less isolating and more effective. The speaker also touches upon the valuable role of the Diário de Campo, or field diary, as a reflective tool that shapes and transforms experiences during the PIBID program. They stress that the true value of the PIBID lies not merely in the financial aid it provides but in the profound learning and growth that participants experience, which will resonate throughout their teaching careers.
01:15:00 In this section, the speaker reflects on the lasting impact of experiences within the teaching profession, emphasizing that certain teachers and students will leave indelible memories. They highlight the importance of the Diary of Field as a vital tool for teacher formation, serving as a personal narrative that captures the writer's impressions and experiences. The Diary is presented as a unique ethnographic document that embodies the individual's feelings and learning, distinguishing it from other reports or documents required in educational programs like PIBID. The speaker argues for the essential role of the Diary of Field in the PIBID framework, suggesting that it should be a mandatory component of the program, allowing students to record their reflections and experiences in a dedicated manner, thereby enhancing their learning and understanding of the teaching practice.
01:20:00 In this section, the speaker emphasizes the critical role of the field diary in the teaching experience, highlighting that it's not merely a record of observations but a reflection of personal insights and internal dialogues. The diary should capture moments that resonate emotionally, encouraging educators to go beyond surface-level descriptions of their experiences. The speaker critiques the modern trend of losing the ability to engage in self-reflection, which is essential for understanding one's actions and reactions in both educational and personal contexts. They advocate for the practice of maintaining an internal dialogue to foster critical thinking and deeper comprehension of one's surroundings, suggesting that the diary should serve as a tool for self-exploration rather than just documentation.
01:25:00 In this section, the speaker emphasizes the importance of maintaining a daily field diary (Diário de Campo) for PIBID participants, noting that immediate reflections on classroom experiences can differ significantly from later ones, as time distorts the emotional intensity of events. The diary serves as a reflective tool for learning and self-formation, allowing educators to document their thoughts and experiences clearly and meaningfully. By regularly recording details of interactions, observations, and personal growth as teachers, participants build a reference that can be revisited in the future, enriching their understanding of their teaching practice and contributing to their ongoing professional development. The speaker also suggests practical tips for effective diary writing, such as choosing the right type of notebook for ease of use and longevity.
01:30:00 In this section, the speaker emphasizes the importance of maintaining a written diary as a key tool for teachers participating in the PIBID program. They argue that writing by hand allows for a deeper personal reflection, capturing not only the events that occurred but also the emotions and insights derived from those experiences. The speaker suggests that keeping a diary should be an everyday practice, instrumental for planning lessons and facilitating discussions about the classroom experiences. They advise against treating the diary merely as a log of occurrences, encouraging instead a reflective approach that articulates learned lessons and observations. Additionally, they propose creating a structured outline for diary entries to guide the writing process, especially for new participants, thus fostering a habit of introspective writing that enhances professional development in educational settings.
01:35:00 In this section, the speaker reflects on the importance of practical reflection during teaching internships, emphasizing observations made in schools that lead to deeper thinking about the roles of teachers, students, and parents. By recounting specific experiences, the narrator underscores how these moments evoke emotional responses and prompt connections to academic theories or personal meanings. The discussion highlights the significance of individual journaling in education, allowing each student to express their unique perspectives on classroom dynamics and relationships, particularly the influence of family and prior knowledge on learning experiences. Ultimately, the speaker advocates for the use of daily diaries not only as tools for personal reflection but as formative assessments that can guide the development and understanding of teaching practices.
01:40:00 In this section, the speakers discuss the significance of keeping a daily journal as a vital tool for personal and professional development in teaching. They reflect on how writing regularly helps capture experiences and insights that are often lost if documented only at the end of an internship or educational program. Conversations touch on the challenges faced in the classroom, such as instances of disrespect among students, and the importance of addressing these issues through dialogue with teachers. They emphasize that schools are places where interpersonal interactions occur, leading to both positive and negative situations, and highlight the need for constructive communication to foster a respectful learning environment.
01:45:00 In this section, the speaker emphasizes the importance of addressing inappropriate behavior and violence within the classroom, advocating for conversations with supervising teachers to reflect on these situations. They suggest that recognizing such behaviors is crucial for developing effective teaching strategies that prioritize student learning over mere content delivery. Highlighting the challenges of aligning planning with execution, the speaker argues that the true essence of a school's culture and climate emerges from collective practices rather than strict adherence to planned content. They stress the need to focus on student learning outcomes, suggesting that planning should adapt to foster a more engaging and supportive educational environment.
01:50:00 In this section, the discussion revolves around the importance of a sensitive listening approach in educational settings, particularly in schools with military discipline. An educator emphasizes the need for care and nurturing in such environments, where students may face strict disciplinary measures that can undermine their social development and citizenship formation. The speaker critiques the effectiveness of military-style schools, highlighting that while they may seem organized and efficient, they fail to facilitate personal growth and can even lead to exclusion based on behavior. There is a call for future educators to support one another, acknowledge the challenges within these settings, and foster a more compassionate educational experience. The speaker urges the integration of reflective practices among students, encouraging them to consider the nuances of their educational experiences.
01:55:00 In this section, the speakers emphasize the importance of creating a welcoming and engaging environment in schools, highlighting that teachers should actively listen to their students and encourage their participation. They discuss the challenges posed by strict school regulations, particularly in military schools, while advocating for a pedagogical approach that prioritizes joy, creativity, and student expression. The conversation touches on the significance of maintaining a reflective practice through journaling, with a shared belief in the value of written records for critical assessment of their teaching experiences. The speakers express gratitude towards each other and reinforce the notion that experienced educators should remain active in shaping future generations, underscoring the ongoing need for collaboration in teacher education.