A formação inicial de professores do curso de Pedagogia: uma análise entre o PIBID e o estágio curricular supervisionado

Abstract

The main objective of this work, in the research field of Initial Teacher Education, was to make an analysis between PIBID and Supervised Curricular Internship and understand how each of them can contribute to the initial education of teachers of the pedagogy course. As individual goals, we aim to identify how the Initial Teachers Education is envisioned in the policy documents of PIBID and Supervised Curricular Internship; to understand, from the point of view of the students of the Pedagogy course, the extent to which PIBID and Supervised Curricular Internship contributes to the Initial Teacher Education; to identify and analyze the limits pointed out by pedagogy students concerning teacher education in the PIBID and the Supervised Curricular Internship; to identify and assess aspects of the PIBID and the Supervised Curricular Internship that could be improved to contribute to the initial teacher training. We approached this research with a qualitative methodology, employing document analysis, semi-structured interviews, semi-structured questionnaires, and case study. The research was carried out with students of the pedagogy course of Federal University of Paraíba (UFPB) - Campus I. For the theoretical framework of this thesis we applied the ideas of the following authors: Tardif (2014), Saviani (2009), García (1999), Gatti (2010), Gatti et al (2019), Imbernón (2006; 2009), Pimenta (1999), and Libâneo (2017) for the field of Initial Teacher Education; Pimenta and Lima (2004), Pimenta et al (2017), Barreiro and Gebran (2006), Lima (2008; 2012), and Silva (2005) for the field of Supervised Curricular Internship; Paniago, Sarmento and Rocha (2018), Gatti et al (2014), Oliveira (2017), Brito (2017), and Deimling and Reali (2017), as well as documents from the Brazilian legislation for the field of PIBID. Given the importance of both theory and practice in teacher education, the results of this research have shown that the Supervised Curricular Internship, as it has been presented, does not make a significant contribution to the initial training of pedagogy undergraduates, as opposed to the Institutional Scholarship Program of Initiation to teaching (PIBID). Considering the obtained results, we emphasize the need for a revision of the Internship Curriculum, to improve the initial training of teachers in this field.