Os impactos do Programa Institucional de Bolsas de Iniciação à Docência (PIBID) para a formação de professores de História no alto sertão alagoano (2015.2020)

Abstract

This research demonstrate the impacts of the Institutional Teaching Initiation Scholarship Program-PIBID on the training of History teachers in Alto Sertão Alagoano (2015-2020). The choice criterion for delimiting the space-time cut is based on the insertion of the course within the program and if it is a participatory research. Specifically, the objective was to highlight the training implications for scholarship holders participating in the History PIBID, and to identify the challenges and difficulties faced by these scholarship holders during the process of inclusion in the Campus do Sertão History subproject. In view of the above, the question was raised about the impacts of PIBID on the training of History teachers at the Campus do Sertão. The scientific relevance of this research stems from the absence of historiographical production on this topic, mainly referring to PIBID History. In addition to the socio-formative and epistemic relevance of the collection at Campus do Sertão, specifically that of the History course, it is worth highlighting some course conclusion works, Santana (2018) and Santos (2019) that discuss the PIBID, highlighting the specific temporal space of each Search.The methodological procedures for carrying out the research included data production instruments, participant observation, documentary research, and semi-structured interviews. The analysis allowed us to reflect on the motivations inherent to the scholarship holder's mobilization, some explain financial reasons, others inform the need for inclusion in teaching practices. In view of the above, it became clear that despite the public policies inherent to teacher training being impacted by national governance, PIBID promotes the beginning of teaching and contributes immeasurably to continued academic and scientific training.