PIBID pedagogia e a escola: parceria e aprendizagem da docência.

Abstract

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.