The invisibility of supervising teachers of basic education: a study on a Pibid's chemistry subproject

Abstract

This study, stemming from a broader PhD research, seeks to assess how the performance of supervising teachers is characterized in the co-training of scholarship holders for teaching initiation. To achieve this purpose, a qualitative case study was carried out, while data were collected by the following instruments: a characterization questionnaire and reflective interviews with the participants. After analyzing the audio transcription, data were grouped into categories proposed a posteriori, namely: 1) Proficiency in the Topological Model of Teaching; 2) The supervising teachers as co-educators; and 3) Conditions of support and assistance. The results revealed that during the development of activities in the subproject, the performance of the chemistry supervising teachers was not effectively based on the co-training of the scholarship holders for teaching initiation. It was assessed that Pibid's own design does not provide sufficient elements that could contribute to guide higher education institutions to establish basic education teachers as supervisors, grounded on the perspective of co-training of graduates. This is due to, in the current format, Pibid not determining or explicitly stating in its official documents specific assignments for the teachers acting as supervisors, nor the responsibilities of higher education institutions in preparing these professionals as co-educators.