Programa Institucional de Bolsas de Iniciação à Docência – PIBID: perspectivas enquanto política de promoção e valorização da formação docente

Abstract

This dissertation resulted from research conducted within the Postgraduate Program in Education at the Federal University of Uberlândia, in the Research Line State, Policies and Management in Education. The object of investigation was the PIBID program, which proved to be a fertile field for research on contemporary teacher training. This program materializes theoretical and political debates in the daily life of schools, and therefore demands attention and in-depth study from academia, policymakers, and society. One of the most relevant and fundamental objectives of the program is "to provide undergraduate students with experience in school culture and teaching, through the appropriation and reflection on instruments, knowledge, and peculiarities of teaching work," thus leveraging understanding of the various ways of teaching and learning. Given this context, it was possible to list the following questions: What are the scope and limitations of PIBID as a policy for valuing and training teachers in basic education? To what extent does the program contribute to the retention of undergraduate students in teacher training courses? How do the participating subjects evaluate their contribution to entering the teaching career? Based on the research problem, this dissertation aimed to analyze the achievements of the Institutional Scholarship Program for Teaching Initiation (PIBID) as a public policy in the training and valorization of teachers in basic education, from a critical approach, presupposing the political and ideological disputes surrounding the program and the urgency of making it a permanent public policy. For this research, a qualitative approach was chosen according to the methodological path: bibliographic research, document analysis, state of knowledge, collection of empirical data through a questionnaire carried out with graduates of the Pedagogy course at the Federal University of Uberlândia – UFU and participants of PIBID in the period 2007-2024, and systematization of the data. It was concluded that PIBID is extremely relevant for teacher training and the valorization of the teaching career.