O Programa de Bolsa de Iniciação à Docência como política pública de formação docente: o caso do curso de Pedagogia da Universidade Estadual do Rio Grande do Sul em São Luiz Gonzaga

Abstract

The debate on initial teacher training, as well as the organization of educational spaces and practices in educational institutions are essential to ensure social changes and promote equality. In this context, within the public educational policies, geared towards teacher training, we can highlight the Teaching Initiation Scholarship Program - PIBID, as a contribution to differentiated training. In order to analyze its contribution, the research is designed according to the qualitative approach, with the theme “PIBID as Public Policies for Teacher Education”. Its objective was to analyze the implementation process and the realization of PIBID, of the Pedagogy Course - São Luiz Gonzaga Unit at UERGS, during the Subproject “From Discourse to Teaching: the 'beauty' of being a teacher” that was valid in August / 2011 to March / 2014, with regard to their contributions, encouraging teacher training, and what are the challenges as a Public Policy for Teacher Training. In a specific way, we seek to know the PIBID / PED UERGS proposal, identify the vision of the PIBID alumni, the Supervisors' perceptions, point out the contributions and challenges of the functioning of the PIBID, and also the effects and contributions of it to the University. To this end, a theoretical framework based on Tardif (2014), Nóvoa (2003), Borba (2016), Pimenta (2009) and Freire (1996) was composed; and CAPES and FUNDAÇÃO CARLOS CHAGAS reports on PIBID. Subsequently, data collection was carried out, with the participation of 10 alumni, and 03 supervisors, using semi-structured interviews. For data analysis, the Content Analysis method, proposed by Bardin (2011), was used. The results of the research indicate that the program has contributed to the training of its participants and the strengthening of pedagogical practices, knowledge and skills development, in addition to actually encouraging the permanence in teaching, and collaborating for integration between the university and the school communities. As is natural, we encounter challenges at PIBID, but above all we highlight the collective interest for its continuity and the need for more investments and actions aimed at its improvement. Finally, it was considered the relevance of this study in the verification of PIBID, as one of the main programs of initial formation and also of continuous formation, being noticeable that the valorization of this policy is paramount.