The contribution of discursive textual analysis to understand PIBID as a community of practice

Abstract

This paper introduces the Discursive Textual Analysis (DTA) in the analysis of testimonies given by undergraduates and Chemistry teachers who participated in the Institutional Program for Teaching Initiation Scholarships (PIBID) in six Chemistry subprojects in Higher Education Institutions in Rio Grande do Sul state, Brazil, in 2015 and 2016. It aims to answer the following question: how can the DTA contribute to understand its impact on Chemistry teachers’ education and teaching practice, within the scope of the PIBID as a community of practice? Forty-one undergraduates and thirteen Chemistry teachers who had graduated in the program took part in the study. Information was collected in semi-structured interviews and questionnaires. The analysis of participants' testimonies justifies the thesis that actions carried out in the PIBID occur as communities of practice, since their structure is similar to some theoretical assumptions that are accepted in this type of education program. The DTA proved to be an adequate and potent methodology to treat information in this qualitative investigation. 

Keywords: Discursive Textual Analysis; PIBID; Community of Practice; Teacher Education