PIBID Pedagogia e COVID-19: Interfaces do saber e reconstrução da aprendizagem da docência nas experêcias cotidianas.

Abstract

The Programa Institucional de Bolsas de Iniciação à Docência (PIBID) initiative aims to provide valuable initial training to undergraduate students. It fosters an enriching partnership between teacher training institutions and primary education establishments. This written work explores the years 2020 to 2022, a period significantly affected by the COVID-19 pandemic, resulting in adverse consequences for health, financial stability, and education. Amid a challenging scenario, educational institutions were forced to close their doors and halt their in-person services with no clear timeline for a return. Despite these necessary measures, education remains a critical and essential element for the social, professional, and personal development of individuals. As such, PIBID could not afford to stop. Together with their partner school, they worked tirelessly to implement emergency remote education initiatives that allowed them to maintain connections with their students and continue contributing to the teaching-learning process. Even though physical distance was a new reality, the importance of dialogue, listening, and collective effort only grew stronger in guiding teaching practices during these unprecedented times. The research problem at hand concerns the contributions of the Programa Institucional de Bolsas de Iniciação à Docência (PIBID) to the education of Pedagogy students. at the Centro de Formação de Professores (CFP) of the Universidade Federal de Campina Grande (UFCG), with a focus on the moments of studies and pedagogical office hours. The study aims to analyze the perception of Pedagogy course students regarding their participation in PIBID during the COVID-19 pandemic period, with a specific focus on the learning of teaching.The specific objectives of the research are to identify the main challenges and facilitators in the activities of Pedagogy students during the period of PIBID's validity in the pandemic era; discussing the learning of teaching, based on the moments of studies and pedagogical office hours conducted in the partner school; and reflecting on the students' conception of teaching-learning, based on their participation in PIBID Pedagogy and their contributions to teacher training. In our methodology, we conducted semi-structured interviews with six participants of the program. The treatment given to the information obtained occurred through content analysis in the thematic modality. Furthermore, the initial research findings revealed that the most significant hindrance to the scholarship holders' activities during the pandemic was the scarcity and poor quality of technological resources. From a facilitative perspective, the most noteworthy aspect was the development of social relationships among peers. The speeches emphasized the significance of PIBID in constructing a teaching identity, developing skills and competencies essential to the work of the teaching professional, and providing a space for practical experiences that align with theories. The results indicate that PIBID plays a crucial role in shaping the teaching profession by enabling the development of skills and competencies essential to the work, particularly during crises such as the COVID-19 pandemic.