O POTENCIAL FORMATIVO DO PIBID NA PERSPECTIVA DOS LICENCIANDOS EM QUÍMICA DO CCA/UFPB

Abstract

The Sponsorship Institutional Program of Teaching Initiation (Programa Institucional de Bolsa de Iniciação à Docência -PIBID) stands out for having a partnership with the Federal Government, the Universities and schools, becoming an instrument that facilitate this integration, valuing the processes of teaching knowledge based on daily practices. Several studies have demonstrated that this program has contributed in the formation of Chemistry graduate students, since it is able to fill the gaps in most of these courses, enabling the prior knowledge of the working field of the graduantes and the interaction between teachers who work in basic education and higher education levels, thus contributing to the valorization of teaching, benefiting public schools and their students. Based on that, the objective of this study was to evaluate the formative potential of the PIBID from the perspective of 22 Chemistry graduates that are part of the program or have participated in the past, in the Centro de Ciências Agrárias of the Universidade Federal da Paraíba (UFPB). As a data collection instrument, a questionnaire composed of objective and subjective questions was applied. When evaluating the perspective of the graduates on the formative potential of PIBID, it can be concluded that this program was important and efficient for the initial formation of the participants, since it was able to insert them in the daily routine of public schools when there are still in the status of students (future teachers) in some real teaching situations, which would normally only occur in the last periods of the Chemistry course. Thus, the experience provided opportunities for creation and participation in technological, methodological. And innovative teaching practices, contributing to the articulation between theory and practice, which are necessary for teacher training, making it appropriate and reflected on instruments, knowledge and peculiarities of the teaching work daily basis. In addition, the program has promoted the integration between higher education and basic education. The PIBID, besides allowing reflections on the teaching practice, also allowed the development of competences that are sometimes possible only during the practice of the profession.