Institutional Scholarship Program for Teaching Initiation (PIBID): approximation between Basic and Higher Education

Abstract

This research work was developed in the middle of a process of initial formation in the Geography course articuled to the school experiences made possible by the Institutional Program of Scholarship for Teaching Initiation (PIBID) in partnership with public schools of Basic Education. In order to analyze the contributions elucidated by the implementation of the program both in the training of undergraduates and the approximation between Basic and Higher Education, this study highlights the formative relevance of the insertion of undergraduates in school life since the beginning of academic training, besides the aspects of the creating the “new PIBID” in view of the historical moment experienced in Brazil, showing the difference between the current and the previous program that ended at the beginning of 2018. The proposal for of teacher training integrated with research practices and articulated to the demands arising from teaching, as well as the elements that underlie the construction of this professionalism and the main aspects affecting the professional development of teachers were analyzed. In a qualitative and quantitative approach of an interpretative and analytical nature, using questionnaires, official documents and field notes for the collection and analysis of information, the formative relevance of the insertion of undergraduates in the school routine were made evident since the beginning of academic training, the aspects of the creation of the “new PIBID” and the need to use education as a mechanism for inversion of the current social order. It is concluded that the socialization of pedagogical practices and systematic work in collaborative groups that prioritize the reality of students, were the main formative aspects identified as positive from the PIBID.