The PIBID and the Initial Teacher Education at University Federal da Bahia

Abstract

The Programa Institucional de Bolsas de Iniciação à Docência (PIBID) of the Ministry of Education aims to promote the integration between basic education and higher education, inserting future professionals in the daily routine of the Brazilian public education network. Since its implementation in 2007, studies have been defending the need for this program to train future education professionals, since contributes to the development of pedagogical praxis based on reflected teaching action. As undergraduate students are the main agents of this program, this study has the research question: How do students evaluate PIBID? Thus, it aims to analyze the perception of students of undergraduate courses at the Universidade Federal da Bahia about the contributions of PIBID to teacher training. It is a case study, with a qualitative approach, which uses semi-structured interviews with, as a research resource. Eighteen scholarship students were interviewed, linked to 9 courses, from day and night shifts, offered by UFBA. From the content analysis, it was possible to identify that the students expressed the relevance of PIBID as a necessary public policy for the training of future teachers. On the other hand, they recognized that despite being a pedagogical innovation with significant impacts on teacher training and professional development, the contingency of resources, on the part of the federal government, imposes challenges for the development of the program.

Keywords

• programa institucional de bolsas de iniciação à docência
• práxis pedagógica
• universidade