O Programa Institucional de Bolsas de Iniciação à Docência (Pibid): contribuições para a formação docente no curso de letras português da UVA

Abstract

This research, belonging to the area of Education, aims to investigate the contributions of Institutional Teaching Initiation Scholarship Program (PIBID) to the teacher training of students of Portuguese Letters course at State University Vale do Acaraú (UVA) from 2018 to 2020. Analyzes interviews carried out with members of PIBID from different functions who worked in that period, using an analysis and methodology approach based on qualitative research techniques, from the perspective of content analysis of Bardin (1977). The theoretical basis is based on several authors who deal not only with PIBID, but with Education in general., such as: Aguiar and Tourinho (2011), Gatti (2010), Flores (2010), Freire (1996), Nóvoa (1992), Pimenta (2012), Guimarães (2004), Marins and Domingo (2021), Minayo (2002), Tardif (2013), Saviani (2009). Concerning the organization of the analysis, it can be said that, firstly, the history of PIBID was rescued — bringing its objectives and contributions —, both in general and specifically about the Program at UVA. Addresses teacher training from the perspective of public policies, bringing up a discussion about the possible destination of PIBID as a public policy administered, in the first analysis, by conservative and neoliberal governments, and now by a democratic government. Presents and investigates the study corpus, which consists of a collection of reports from fellows, as well as an interview whose participants were scholarship holders, supervisors/regents, area coordinator and faculty of the Portuguese Literature course at UVA. Based on the analysis of the collected data, it was concluded that the performance of the PIBID of the Portuguese Letters course at UVA — as well as the theoretical knowledge experienced in the higher education course and shared in the school spaces — strengthened the development of the scholarship holders' initial teaching training, which ends up benefiting not only the graduate as a professionals, but also the entire teaching network in which he/she works, as it increases the quality of the teaching staff and, consequently, of Basic Education in the municipality in question.