O PIBID e a construção da identidade docente para a educação infantil

Abstract

The aim of this paper is to identify opportunities for early childhood teacher education created by the Institutional Program for Teaching Initiation Scholarships (PIBID); from memorials of students of the Pedagogy course of a Federal University of the northeast region of the country. The technique of content analysis on the memories was used, from which three categories emerged: (I) The meeting with the preschool; (II) The relationship theory and practice: initiation to research; (III) The construction and reconstruction as a kindergarten teacher. It is concluded that the opportunities created by PIBID contributed to the students to build meanings related to teaching in kindergarten and to see themselves as teachers in formation, belonging to the Kindergarten Spaces and demonstrating to be involved with the actors (children, families, and teachers) of this kind. Stage of basic education. This sense is discussed as essential for the process of constitution of teaching for early childhood education. The proposal of PIBID is resumed as a milestone in the policies of initial formation.