PIBID e identidade docente: a perspectiva dos estudantes de Educação Física da UFRN sobre permanência e formação

Abstract

This study sought to analyze how the Institutional Teaching Initiation Scholarship Program (PIBID) contributed to the training of undergraduate students and graduates of the Federal University of Rio Grande do Norte (UFRN), in terms of teacher training and academic permanence. The study took a qualitative approach and, through a semi-structured questionnaire made available to participants in the Program, it was possible to observe the relevance of the Program in initial training. There were 16 participants in the survey, 5 of whom were graduates and 11 undergraduates. The analysis of the responses found that PIBID had an influence on the participants’ professional and personal development, as it gave them the opportunity to get to know the reality of school life. The program proved to be a support for students to remain at university and in their teaching careers, reaffirming the strengthening of their professional identity