A contribuição do PIBID na formação do educador do curso de Pedagogia do Campo.

Abstract

This study aims to analyze the teacher training of undergraduate students in Pedagogy with a specialization in Rural Education, focusing on student participation in the Institutional Scholarship Program for Teaching Initiation (PIBID), selecting two categories of analysis: pedagogical planning and the immersion process in basic education schools. Theoretically, it is possible to understand the central axis of PIBID, Rural Education, teacher training, working with authors such as: CALDART (2011), Arroyo (2012), TARDIF (2014), PIMENTA (2012), FREIRE (1996), among others. Methodologically, qualitative research of a descriptive and exploratory nature was used; data collection was carried out through an online questionnaire developed on the Google Forms platform, made available to participants via an electronic link. The instrument is a structured tool in a digital environment, composed of open and semi-open questions that allow undergraduate students to describe their formative experiences and perceptions about their activities developed in the PIBID program, from 2024 to 2026. The study concluded that the planning and immersion process of students in basic education schools, via PIBID, enabled the construction of a teaching identity grounded in practice, reflection, and commitment to the reality of rural students.