O papel do PIBID na formação inicial de professore(a)s alfabetizadore(a)s: relatos de licenciando(a)s em Pedagogia

Abstract

The current Pedagogical Project Course (PPC) of the Pedagogy program at the Federal University of Paraíba, Campus I, does not include disciplines that delve into the concepts of literacy and literacy practices. This absence may compromise the training of future teachers, especially those who will work in literacy classrooms. Thus, these students find themselves needing to supplement this lack of discussion through research and extension projects, as well as through the Institutional Teaching Initiation Scholarship Program - PIBID. Based on these considerations, this study aims to analyze the contributions of PIBID to the training of literacy teachers from the perspective of Pedagogy undergraduate students. The specific objectives are: to identify how PIBID scholarship holders conceptualize literacy and literacy practices; to understand the literacy practices experienced by the scholarship holders in schools; and to characterize the students' perception of PIBID's contribution to their training as future literacy teachers. The theoretical framework is based on authors such as Mortatti (2008), Soares (2004; 2020), Ferreiro and Teberosky (1999), and Kleiman (2005). The methodology used consisted of a qualitative approach, through exploratory research, with interviews conducted with six students who participated in PIBID. The results showed that, according to the participants, the Program brings numerous contributions to the undergraduate students, among them the deepening of knowledge and reflections on the concepts of literacy and literacy practices. It also enabled them to face challenges involving literacy practices in the classroom, including planning, large classes, and the scarcity of teaching resources. Furthermore, it allowed the students to experience the integration of theory and practice and to identify with the area, sparking a desire to work professionally in literacy teaching. Therefore, these results, by highlighting the importance of PIBID, indicate the need for it to be a permanent and more comprehensive teacher training policy, expanding its reach to as many students as possible.