O PIBID NO CONTEXTO DA PANDEMIA: DILEMAS E DESAFIOS NO ENSINO DE LÍNGUA PORTUGUESA

Abstract

During higher education, concerns arise about how to integrate theory and practice in order to encompass the diversity found in schools. However, the purpose of this work is to highlight the importance of the Institutional Teaching Initiation Program (PIBID) in the teacher training process. Therefore, in this study, we aim to understand the dilemmas and challenges faced by PIBID participants in teaching the Portuguese language, considering the context of the pandemic, in addition to reflecting on the teaching of the mother tongue in basic education. To this end, applied research with an inductive bias, with a qualitative basis, was carried out through experience reports. Furthermore, we base the discussion on the considerations of Geraldi (2015), Antunes (2003; 2007; 2009; 2014), Holanda (2013), Nóvoa (1995), Pimenta (2009) and Rojo (2012). At the end of our study, it is possible to affirm that PIBID is a program that adds significantly and contributes greatly to improving the quality of training for future Portuguese language teachers.