Percepção das professoras da educação básica sobre as ações/atividades dos bolsistas do PIBID nas salas de aula

Abstract

This work presents discussions and perspectives on the perceptions of elementary school teachers regarding the actions and activities of PIBID scholarship students in the classroom. The research sought to investigate, from the perspective of these teachers, the contributions of the activities developed by the scholarship students of the PIBID Pedagogy Subproject, Campus IV. The theoretical foundation highlights authors such as Minayo (2002), Souza (2019), Mandú & Aguiar (2013), Cruz & Arosa (2014), Leite (2011), Gatti & Barreto (2009), Tardif (2014), Shulman (1987, 2014), Pimenta & Lima (2012), and Nóvoa (2009), alongside studied documents such as CAPES Notice No. 23/2022, Ordinance No. 83 of April 27, 2022, the National Curricular Guidelines for the Pedagogy Course (Brazil, 2006), and the National Curricular Guidelines for Initial Teacher Training at the Higher Education Level for Basic Education School Professionals (2024). The methodology used was a qualitative approach, with data collected through semi-structured interviews. The results showed that the teachers recognize the importance of the scholarship students for the dynamism of the school environment, highlighting their contributions to student motivation and innovation in pedagogical practices, as well as identifying challenges in bridging theory and practice.