Aprendizagem da docência no PIBID/Pedagogia/UAE/CFP/UFCG.

Abstract

This work aims to analyze teaching learning from experiences in the Institutional Scholarship Program for Initiation to Teaching – PIBID/Pedagogy in the academic learning of undergraduate students of the Pedagogy course at the Federal University of Campina Grande – UFCG, Cajazeiras/PB campus. PIBID/Pedagogy works in public schools, in the early years of Elementary School, from 1st to 5th year. The Program is part of four schools that have signed partnerships with the University, including undergraduate students in Pedagogy in school practice, even before completing the course. PIBID contributes to the teaching-learning process in the schools in which it operates, together with the supervisor who assists and supervises the scholarship holders of initiation to teaching in the activities developed and has contributed to the learning of students with difficulties in understanding the contents worked in classroom, more specifically in reading and writing. These students receive weekly assistance during the pedagogical shifts. The research is qualitative and was carried out through a questionnaire containing six questions, with 13 scholarship students from the Program and who are students of the Pedagogy course. We conclude that the scholarship holders who answered the questionnaire understand the importance of PIBID for their teacher training, specifically considering the different activities experienced in the Program such as: planning, workshops, pedagogical shifts, as well as the interaction experienced with everyone who is part of the school environment in favor of an education that truly transforms the educational reality.