As dimensões do processo de formação de professores: redes, colaboração e produção do conhecimento no âmbito do PIBID.

Abstract

The dimensions of the teacher training process are presented in this article, based on the objectives of the Institutional Scholarship Program for Teaching Initiation, related to the experience of graduates acting as supervisors and preceptors. Analyzes of the responses of five teachers to reflective questions about participation, at different times, at Pibid, current practices and the process of training throughout life are presented. Elements are presented for rethinking training contexts, noting the need for collaborative actions between the most different subjects, in their functions, in schools and universities. At the Pibid, when producing about and with the students, the teacher reframes the production of school knowledge, taking as a reference the collaboration and reflexivity of doing to investigate the practice itself. It was inferred from this study that training occurs through the awareness of the actors involved and the need to establish collaborative networks, essential for the exchange of experiences and new possibilities for action, meeting educational demands. It is through the sum of actions that we intend to make quality training possible, so that we can chart new paths to ensure access to an innovative and inclusive school, promoting improvements in teaching, learning and training processes.