O programa institucional de bolsas de iniciação à docência – PIBID e as contribuições para a formação docente em Parintins - AM

Abstract

This paper reports the contributions of the Institutional Scholarship Program for Initiation to Teaching-PIBID, which aims to promote the initiation to teaching, contributing to the improvement of teacher training and to improving the quality of public basic education in Brazil. The experiences reported are of scholarship holders and non-scholarship holders of the pedagogical program of the Licentiate Degree in Geography at the State University of Amazonas-UEA, Center for Superior Studies of Parintins - CESP. The general objective of the research was to assess the importance of PIBID for the process of training teachers in the Degree in Geography at CESP/UEA. As specific objectives we defined: to characterize the development of the Geography subproject in public schools at the level of Elementary Education II in Parintins; identify which methodologies the PIBID program uses for the teaching-learning process; and list the main contributions provided to academics who participated in the PIBID in schools in Parintins, in the period from 2013 to 2017. This is a qualitative descriptive research whose investigated subjects were 10 (ten) academics from the Geography Course, among which, 5 (five) participated in the actions of PIBID and 5 (five) academics who did not participate. The research in a dialectical hermeneutic approach was favorable for carrying out the survey and analysis of the collected data. As a research technique, we carried out a round of conversation about the topic and later the application of questionnaires. The results pointed to positive contributions to the professional training of scholarship holders, and a gap in the training process of academics who did not participate in the program, especially when they went to do the Supervised Internship.