O PIBID na formação do pedagogo(a)

Abstract

This research attends to the Institutional Program of Teaching Initiative Bag (PIBID), highlighting that it is a teachers training program that worked in the public school context, attentive to the initial training process for teaching. This work aimed to show which the meanings and significances of the graduates in PIBID were - UFFS Pedagogy Subproject, from Chapecó (SC) campus. The problem that led to our study was: What significance and/or meanings emerge from the UFFS Pedagogy in PIBID participation? In order to do so, we analyze the CAPES notices regarding to the program, as well as the letters of disconnection from the program, made by the students. Reading the notices’ objectives, our purpose was to verify the reality of the formative actions developed, in the light of the authors’ contributions: Pimenta (1997), Ibernón (2011), Silveira (2015), Nóvoa (2009), Enricone e Grillo (2007), Leite (2011), Lucarelli e Cunha (2009), Viana (2011), Gatti (2013), Carvalho and Gil-Perez (2000), Tardif (2000), Warschauer (2001), PC / SC (1998), Rego (1995), Isaia et al. (2009), Marques (2003), Freire (1996), Fernandes (2001), Fernandez and Genro (2009), André (2006) and Enricone (2005). The methodology used in this work is characterized as a bibliographical and documentary research with a qualitative approach, and the analysis and interpretation of the results were done with the Discursive Textual Analysis contributions, presented by Moraes and Galiazzi (2007). As a result from this study, we unanimously emphasize the importance of being at school and in the classroom, in a systematically way and with the area coordinator and the supervisor attendance, experiencing the organizational, pedagogical and management dimensions of the school and the classroom. They are these moments that make possible the relation between theory and practice, strengthening the identification with teaching and having experiences from the works and the reflections in group. We also emphasize that the reports indicate the development of essential skills and competences to the teaching profession, such as autonomy, reading and writing, analysis and synthesis, oral proficiency, loss of shyness and strengthening of ties. Thus, we highlight that PIBID was a program that stamped a period in which the initial formation of teachers had the possibility of being looked in a differentiated way and attentive to the school reality.