Programa Institucional de Bolsa de Iniciação à Docência: desencadeamentos no processo formativo inicial em educação física na Universidade Federal de Alagoas

Abstract

The present study aims to analyze the triggers of PIBID in the initial training process of undergraduate Physical Education students at the Federal University of Alagoas, through the reports of group of interns, where they were able to describe, identify and highlight the contributions of the program during graduation and beyond initial training. The methodology used has by nature a qualitative approach, of an exploratory-descriptive nature, a method that does not aim to quantify data, but rather tries to understand the points of view of the subjects participating in the program, always taking into account the scenarios involved and the situations experienced during the process. The sample was made up of 10 interns who participated in the program between 2018 and 2019. The tool used for data collection was a semi-structured interview based on guiding questions. The result came from a discussion of categories such as: professional experience prior to the PIBID, the PIBID and the perception of teaching, the PIBID and the academic journey and the practice of the profession. It is concluded that based on the experience made possible by the program, the importance of it in the process of initial teacher training is affirmed, guaranteeing a contribution of experiences necessary to unite theory and practice, enabling the development of greater autonomy and construction of identity of future teachers.