O PIBID: contribuições e reflexões para a formação docente.

Abstract

The present study seeks, from experiences and questionnaires, the contribution of the Institutional Program of Initiation to Teaching Grant (PIBID), Subproject of Geography, for the initial formation of teachers of Geography, at the Center for Teacher Training – CEP of University Federal de Campina Grande – UFCG Campus Cajazeiras, and for continuing training of supervisors of the schools participating in the Subproject and for the beginning of the career of graduates. Our theoretical framework is based on the contributions of researchers who discuss contemporary education, teacher education, and public policies for education, with emphasis on PIBID. The purpose of investigating this issue came from participating in the Program as a Scholar (ID) for two years and six months, and the incentive to write about is was notes that despite having a large number of academic scholars and supervisors, the number of searches is still very small. With this, this work will stimulate other students, showing the importance of the Program and helping in the construction and development of teaching practices. We conclude that the good functioning of the Program and its contributions to teacher training are given through experiences in schools, practices with different resources and methodologies, the exercises of praxis, the exchange of knowledge among the participants, encouragement for researches, collaborating to the formation of a critical and reflective professional that seeks an improvement in basic education, arousing a desire to stay and act in teaching after the conclusion of the training and motivating other colleagues graduating for the search and participation in it.