PIBID: CONSIDERATIONS ABOUT THE ROLE OF TEACHERS OF BASIC EDUCATION IN THE PROCESS OF INITIATION TO TEACHING

Authors

  • NATALIA NEVES MACEDO DEIMLING Universidade Tecnológica Federal do Paraná. Campo Mourão, PR, Brasil.
  • ALINE MARIA DE MEDEIROS RODRIGUES REALI Universidade Federal de São Carlos. São Carlos, SP, Brasil.

Keywords:

Teacher training, Teaching Initiation Program, School-University Integration

Abstract

In this article we aim to analyze how the guidelines of the Institutional Program of Teaching
Initiation Scholarship have been developed and interpreted by different subjects in the training and
professional performance of teachers supervising Basic Education. For that, we conducted semistructured interviews with 18 teachers (coordinators, collaborators and supervisors) and 48 students from
four PIBID subprojects of a Brazilian Federal University between 2013 and 2014. Among other aspects,
the results indicate that, while there are teachers who take the PIBID as a space for training and
collaborative work, contributing to their professional development and the learning of the
undergraduates, there are also those who do not commit themselves to the objectives of the Program,
do not consider it as a training space, and contribute little to the training of students.

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Published

2020-10-30

How to Cite

NEVES MACEDO DEIMLING, N. ., & DE MEDEIROS RODRIGUES REALI, A. M. . (2020). PIBID: CONSIDERATIONS ABOUT THE ROLE OF TEACHERS OF BASIC EDUCATION IN THE PROCESS OF INITIATION TO TEACHING. Educação Em Revista, 36(1). Retrieved from https://periodicos.ufmg.br/index.php/edrevista/article/view/38046

Issue

Vol. 36 No. 1 (2020): v.36 (2020)

Section

Artigos

License

Creative Commons License

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