O PIBID na formação do pedagogo: as contribuições para a aprendizagem da docência

Abstract

This research investigates the Programa Institucional de Bolsas de Iniciação à Docência, PIBID (Institutional Teaching Initiation Scholarship Program) in the Education college degrees. The objective was to analyze findings from researches about PIBID in the matter of its contributions to the pedagogue's teaching initiation. The literature review focused on teachers formation, the teaching-learning process and PIBID, with theoretical approach mainly from authors such as: Shulman and Mizukami (2004), Gatti (2013, 2014), Darling (2014), Vanzuita and Guérios (2014), Ferenc and Neves (2016), Lima (2017), Cardoso, Farias e Silva (2021) and Cavalheiro, Corá e Leite (2022). The research qualifies as qualitative (Menga; Marli, 1986) and state of knowledge bibliographic research (Fernandes; Morosini, 2014), with data collected from Biblioteca Digital Brasileira de Teses e Dissertações (BDTD), with a time range from 2018 to 2023. Data analysis was guided by Bardin (2021) who presented content analysis and led to a two category classification: (i) PIBID as a basic school teaching formation public policy, (ii) the teaching-learning process contributions from PIBID. The results show that PIBID contributes to the teaching-learning process through the construction of teaching knowledges, such as: general pedagogical knowledges, specific content knowledges and pedagogical content knowledges, as recommended by Mizukami (2004). Furthermore, there is recognition of PIBID as a fundamental public policy in license degrees and compliance with the requirement from Lei de Diretrizes e Bases da Educação Nacional oriented toward teacher training appreciation, promotion of teaching formation, convergence between Basic School and University, students insertion in school culture and extension of technological and methodological experiences and teaching practices. The study points the PIBID as a learning space for teaching practice and construction space for a baseline of teaching knowledges that needs to be strengthened and disseminated, through a watchful look at the management of the proposals, contributing with arguments in favor of the teaching formation strenghtening, teaching formation public policies, especially, to develop PIBID into state policy.