O PIBID como articulador da teoria e prática na formação docente: uma experiência no subprojeto de pedagogia da UFAL

Abstract

This paper analyzes the contributions of the Institutional Scholarship Program for Teaching Initiation (Programa Institucional de Bolsa de Iniciação à Docência – PIBID) to the articulation between theory and practice in teacher education within the Pedagogy undergraduate program at the Center of Education, A. C. Simões Campus, Federal University of Alagoas (UFAL). The analysis is based on experiences developed in the Pedagogy Subproject (2022–2024 Cycle), focused on literacy and language development practices through the EcoLetrando Project, carried out in one of the partner schools with a first-grade elementary school class in the public school system of Maceió, Alagoas. The study aimed to understand how participation in the program contributed to the development of teaching practice, critical reflection, and the construction of professional identity, as well as to describe the experience of participating as a PIBID scholarship holder in the Pedagogy subproject focused on literacy and language development, relating the theoretical content learned in the Pedagogy program to the practices developed within the program. This is an experience report with a qualitative approach, based on experiences developed in the school context, using records from the individual teaching initiation scholarship report, lesson plans, observations, and reflections produced throughout participation in the program. The theoretical framework draws on authors who discuss teacher education and the relationship between theory and practice, such as Freire (1996), Tardif (2011), Nóvoa (1995), and Silva and Alves (2023). The results show that PIBID contributed to strengthening the connection between university and school, fostering experiences related to planning, pedagogical intervention, and reflection on teaching practice. It was concluded that the program constitutes an important space for initial teacher education by promoting the integration of theoretical knowledge developed during undergraduate studies with the experiences encountered in everyday school life.