O Pibid como política de formação inicial: perspectivas dos estudantes de Pedagogia da Universidade Federal de Uberlândia - campus Pontal

Abstract

This paper aims at presenting the discussions that originated from a research about the contribution of the Institutional Programme of Teaching Initiation Grant (IPTIG known as PIBID in Portuguese) in the teaching formation of the Pedagogy graduates at Universidade Federal de Uberlândia (UFU), Human Science Institute (HSI known as ICHPO in Portuguese), linked to the IPTIG/PIBID sub-project of Literacy in the period of 2014-2018. The major goal was to understand IPTIG/PIBID as a public policy of the initial formation of teachers from the perspective of the scholars who were active in the interstice of 2014-2018; understand IPTIG/PIBID as a public policy within the neo-liberal and globalized contexto; understand the initial formation movement preconized in Brazil through a theoretical and documents analysis on the topic, such as the Law of the Guidelines and Basis for the National Education (LGBNE known as LDB in Portuguese) 9.394/96, decree 96/2013, Anped (2018), Freitas (2012), Brasil (2018), Libâneo, Oliveira and Toschi (2011) among others, and the empirical research through the instrument/questionnaire applied to the aforementioned project participant scholars. In light of both the theoretical and empirical analysis, it was perceived that carrying out of such research allows us to present difficulties, challenges, contributions, limitations and perspectives of IPTIG/PIBID, which need to be retrieved and discussed as public policy, mainly because it constitutes a significant programme for the initial formation of teachers broadening possibilities for the graduates within the schools scope. It is expected that the revealed outcomes may contribute to the reflections concerning the policies of valuation of teachers and to enhance the quality of both the initial and on-going formation of teachers in Brazil.