Contribuições do PIBID na formação inicial e continuada do pedagogo na UFRN

Abstract

The Institutional Teaching Initiation Scholarship Program (PIBID), part of the National Teacher Training Policy (2007) of the Ministry of Education, aims to contribute to the initiation into teaching by promoting practical experiences. Additionally, it offers continuing education opportunities for those who serve as supervisors within the program. This research aims to analyze and discuss the contributions of PIBID to both initial and continuing training of educators at the Federal University of Rio Grande do Norte (UFRN), from a critical perspective grounded in the works of scholars in the field of education who address these themes. Furthermore, it considers the experiences and learning outcomes of educators who participated in the program both as teaching initiation scholarship holders and as supervisors of the Pedagogy Natal subproject. Moreover, this study bases its discussion on authors such as Saviani (2007), Libâneo (1994, 2003), and Paulo Freire (1992, 1996), also taking into account a questionnaire conducted via Google Meet with participating teachers. Therefore, the study concludes based on theoretical and bibliographic analyses as well as responses from the questionnaire participants that PIBID is an effective program within the scope of the Federal University of Rio Grande do Norte, significantly contributing to both the initial and continuing teacher education of undergraduate and graduated pedagogy students at UFRN.