A FORMAÇÃO DE PROFESSORES DE CIÊNCIAS E AS PERCEPÇÕES DAS BOLSISTAS SOBRE O PROGRAMA INSTITUCIONAL DE BOLSA DE INICIAÇÃO À DOCÊNCIA-PIBID, NO CURSO DE PEDAGOGIA DA UEMA

Abstract

The research was carried out from the Institutional Project of Initiation to Teaching - PIBID, in the Pedagogy Course of the State University of Maranhao - UEMA, Paulo VI campus, in Sao Luis-MA, in the period from 2018 to 2019. The work aims to analyze the training of science teachers based on the actions of PIBID. The research methodology, with a qualitative approach, exploratory and descriptive, used bibliographic research with documentary analysis followed by the use of questionnaires forms with the scholars to collect data from the empirical research. The challenges encountered relate to the few teaching materials and resources available to science teachers to reframe their pedagogical practices. From the scholarship holders' perceptions about PIBID, it was understood that when students participate in experiences and experiences that bring them closer to the school reality and their teaching profession at the beginning of the course, despite the challenges encountered at school, they are protagonists of the teaching and learning process, as they observe and analyze through study, reading, discussion, seminars and debates, the planning of the pedagogical and educational praxis of teachers, and at the same time, they commit themselves to supporting the conducting teacher through dialogue , partnership with the preparation of teaching materials and resources, while building their self-training and teaching autonomy. Keywords: PIBID, Science teaching, Teacher training.