O programa institucional de bolsa de iniciação à docência no curso de pedagogia da Universidade Federal de Alagoas (PIBID PEDAGOGIA/UFAL): Contribuições para a formação inicial e continuada de professores

Abstract

This dissertation presents the results about the research about the contributions of the Institutional Scholarship Program to the Teaching for the initial formation of the Ufal Pedagogy Course Scholars in the Campus A. C. Simões / Maceió. We sought to answer the contributions of PIBID in the initial formation of pedagogues and in what aspects the program influences in their pedagogical practices. The objectives that guided the study were: to investigate how the students who graduated from the Pedagogy Course who were members of PIBID use the knowledge of the program in their pedagogical practice; to identify the contributions that the experience with the PIBID brought to the teacher training and to discuss about the importance of the school as a privileged place of the teacher training. The theoretical basis for the work was anchored in authors such as Martins (2010), Felício (2014), Monteiro (2006), Nóvoa (2009), Pimenta and Ghedin (2000), Perrenoud et al. (2002), Tardif (2000), Vázquez (2011), Zeichner (2003), among others. This work constitutes a qualitative research and was developed from the application of semi-open questionnaires and semi-structured interviews in which volunteer collaborating subjects were former students and students still part of the Ufal Pedagogy course, whodid or were part of the PIBID. The research subjects indicated, through questionnaires and interviews, relevant aspects about their experience in PIBID: improvement of the relation theory and practice; collaboration and learning relationship with the various subjects of the program's basic education schools; greater link with university training; diversified learning about teaching practice; knowledge about school reality, development of intervention projects in collaboration with supervisors and other school subjects; contribution to continuing training of supervisors; the PIBID as a reference for the professional exercise of the graduates of the course, among others. In view of the data found, we consider that the PIBID effectively contributed to the pedagogical practice of students in training and graduates of the Pedagogical Course of Ufal / Maceió, since it was constituted as a third space of initial formation (FELÍCIO, 2014), making feasible relationship theory and practice in an overlapping way, having the Basic School as a primary place of teacher training, from its partnership with the University, as well as collaborated significantly to the construction of the teaching identity.