PEDROZA, T. M.; http://lattes.cnpq.br/2586075586238870; PEDROZA, Tatiana Mendes.
Résumé:
The present study brings a reflection about the relationship between the university
and the school as a necessary partnership to learn the teaching of students of the
Pedagogy Course, from the perspective of teachers from the partner schools where
PIBID operates. This work has as a research problem: How the teachers, who
accompany the scholarship recipients, see the partnership between the school -
university and the activities carried out during the pedagogical sowings for the
graduation of the graduate in Pedagogy. In order to answer this question, we have as
objectives: To analyze the partnership between teachers and ID scholarship holders
in order to effectively learn the teaching profession within the school context, as well
as to discuss the mapping of students with learning difficulties to participate in
teaching, From the teachers 'perceptions, to identify the main methodologies used by
the teachers in the follow-up of the students in the classroom and to reflect the
teachers' perception of the actions carried out in the pedagogical practices. For the
literature review we used the following authors: Gomes (2009), Wiebusch; Ramos
(2012), Borges; Fontoura (2010), Silva (2014), Angels; Costa (2012), among others,
to support the importance of PIBID as well as teacher training. The research is
qualitative and was based on a questionnaire containing eight questions, with 4 (four)
teachers as followers of the Institutional Program of Initiation to Teaching Grants -
PIBID of four partner schools, in the city of Cajazeiras / PB. We emphasize
throughout the writing of the work the relevance of the partnership between the
university and the school during the training process, taking into account the
exchange of experiences as well as the relationship theory and practice in the
school. Finally, we saw that the teachers feel part of the teacher training of the
scholarship holders through the accompaniment in the activities and all reaffirm the
importance of undergraduate students to participate in moments like this one of
learning effectively in the school routine.