As contribuições da experiência formativa no pibid: um olhar para a formação teórico-prático de futuros/as professores/as de ciências e biologia

Abstract

The perspectives, expectations, and achievementes of PIBID as a public policy for teacher education formed the research theme of this capstone project, driving the following research question: “What are the main contributions and reflections produced by students participating in the PIBID Biology Sub-project (Analysis period: 2025) regarding the initial training of future Science and Biology teachers?”. Consequently, analyzing the impact of PIBID activities on the training of future Science and Biology teachers constitutes the study’s general objective. Methodologically, we opted for a qualitative study of a documentary nature, grouded in content analysis techniques (Bardin, 1977). The empirical corpus of the investigation comprises the Biology Sub-project proposal form, activity plans, and final reports. The results and analyses highlighted PIBID’s impact on the initial training od Science and Biology teachers, structured around three analytical categories: the inseparability of theory and practice in training; collective practices and sociocultural/interdisciplinary interventions; and the pivotal role of the supervising teacher as a co-educator. We consider PIBID a teacher education policy that effectively contributes to the qualified entry of pre-service teachers into the profession and to the valuing of the teaching career by weaving together initial training through a dialogue between theory, collective practice, and teacher supervision.