PIBID: THE INSTITUTIONAL TEACHING INITIATION GRANT PROGRAM AND ITS IMPLICATIONS ON TEACHER TRAINING

Abstract

The Institutional Program for Teaching Initiation Grants (PIBID) was created in 2007 to improve initial teacher training in Brazil. The program seeks to promote coordination between higher education institutions and basic education schools, providing undergraduates with practical experience that enriches their theoretical training and prepares them for the challenges of teaching. To conduct the research, a qualitative approach was used, with data collection through questionnaires, and narratives with PIBID scholarship holders and teacher trainers, in addition to documentary analysis of notices and reports related to the program. Content analysis will be applied to identify categories and emerging themes in the participants' narratives, allowing for an in-depth understanding of teacher training practices. The main objective of the study is to investigate the contributions of PIBID to the training and professional development of future educators, analyzing how the experience in the program impacts pedagogical practice, career decisions, and permanence in teaching. The research is justified by the need to understand the potential and challenges of PIBID, recognizing its importance in teacher training and in improving the quality of basic education in Brazil. Critical reflection on the program's practices and results is essential for its improvement. This work is based on authors such as Reis (2019), who highlights the importance of experience in school environments for the development of essential skills in pedagogical practice; Nóvoa (2013), who discusses the relevance of PIBID in the articulation between theory and practice in the training of educators; and Dias and Rabelo (2017), who address the challenges faced by beginning teachers and the need for adequate support during training. The results of the research are expected to reveal how the PIBID experience influences the pedagogical practice of former scholarship holders, their career decisions, and their interest in continuing education, in addition to identifying patterns that demonstrate the relationship between participation in the program and admission to postgraduate courses. The research seeks to demonstrate the effectiveness of PIBID in fostering a culture of lifelong learning and the construction of teacher identity.