O PIBID como espaço de formação para os participantes do programa

Abstract

This Undergraduate Thesis (TCC) or Dissertation sought to explore the Institutional Program for Teacher Initiation as a formative space for program participants. The primary objective was to understand the significance of PIBID in shaping the participants' professional journeys. Specific objectives included analyzing how the program affects Basic Education teachers, scholarship recipients, and supervisors; identifying the challenges faced by PIBID participants in carrying out activities; and identifying and analyzing whether the activities contribute to the initial and ongoing training of the Program’s participants. Data collection was carried out through an online questionnaire with both objective and subjective questions, applied to participants in the Subproject PIBID Pedagogy Campus IV (scholarship recipients, teachers, and supervisors) under CAPES Announcement No. 23/2022. The results were analyzed according to Minayo (2011), which employs a qualitative, dynamic, and interpretative approach to the data obtained, along with references to authors such as Libâneo (2012), Nóvoa (2009, 2022), and Gatti and Sá Barreto (2009). The data indicated that PIBID, as a Teaching Initiation Program, contributes significantly to the initial training of its scholarship recipients, as well as to participating teachers in Basic Education schools.