RELATO DE EXPERIÊNCIAS EXITOSAS EM SUBPROJETOS DO PIBID DESENVOLVIDOS EM CRATEÚS-CE

Abstract

The training of primary school teachers has raised concerns among the academic community. With this, the Ministry of Education (MEC) created the Institutional Program of the Initiation to Teaching Grant (PIBID), which allows undergraduate students to experience the daily life of schools in the public education system. In this context, the general purpose of this work was to investigate the formative experiences of scholarship recipients (ID) and supervisors linked to five subprojects of PIBID developed in Crateus city - CE. The specific purposes were: to research the general activities carried out by the subprojects involved in the research; Verify the particularities and specific actions of the subprojects, considering their different areas and; To evaluate the perception that the interviewees have about the PIBID with focus on the contribution of the program to their formations. The data collection took place through interviews. We interviewed 06 supervisors and 20 ID fellows from 05 undergraduate courses at institutions located in Crateus. The questions referred to perceptions about the role of PIBID in teacher training, the program's contributions to schools and interviewees, and the training experiences acquired during their participation. Interviewed classified PIBID as a showcase that gives scholarship visibility to the job market and highlight the program's contribution to the initial and continuing training of fellows and supervisors. For those involved in the research, the participation in the program results in a maturation of their teaching and research skills, mainly due to the experience of the graduates in the schools. The partner schools are also benefited by the fact that they are provided with educational material, because many of the actions developed by the program involve the preparation of students for internal and external examinations, and because there is a socialization of innovative methodologies with other school teachers. In this way, the importance of the program in strengthening the relationship between school and university, improving the training of supervisors and R & D Fellows, as the same time as contributing to the teaching-learning process in schools is reiterated.