Contribuições do PIBID e do PRP na percepção dos egressos para a sua formação docente

Abstract

The present work sought to identify the possible contributions and relationships of the Institutional Scholarship Program for Teaching Initiation (PIBID) and the Pedagogical Residency Program (PRP) in the perception of graduates for their initial training in the Bachelor's Degree in Chemistry at the University Federal of Paraíba. For data collection, an online questionnaire was applied through google forms, in order to record the students' opinions and after analysis (method) infer the students' conceptions about the teaching knowledge necessary for the teacher and the contributions of PIBID and PRP in the construction of their teaching knowledge . Five subjects who participated in both teacher training projects collaborated with the survey by answering the questionnaire. In the analysis of the results, the contact with the school reality, the use of new teaching methodologies, exchange of knowledge with other teachers, teaching and carrying out practical classes, among others, were highlighted as the main contributions of PIBID and PRP. With regard to teaching knowledge, undergraduates recognize that through the programs it was possible to develop those highlighted by Tardif, which are professional knowledge, disciplinary knowledge, curricular knowledge and experiential knowledge. What was possible through the immersion of the students in the school environment, thus enabling the students to articulate theory and practice.