10 years of the Teaching Initiation Program FIBID: the trajectory of a brazilian educational policy

• Autor(a) principal: Corrêa, Carla Patrícia Quintanilha
• Data de Publicação: 2018
• Tipo de documento: Artigo
• Idioma: por
• Título da fonte: Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos)
• Texto Completo: https://doi.org/10.34632/investigacaoeducacional.2018.3460

This article aims to present the development trajectory of one of the most notable programs aimed at teacher education in the current Brazilian scenario: the Institutional Program of the Initiation to Teaching Grant (PIBID). Created in 2007, within the scope of the Coordination of Improvement of Higher Education Personnel (CAPES), PIBID completed its 10years of existence and the researches of Bernardete Gatti and collaborators (2014) and Marli André (2017) indicate their contributions in initial training and the continuation of teachers, the approximation between university and school of basic education, the curricular restructuring of many undergraduate courses, the adoption of new methodologies and the permanence of the graduates of the program in the teaching of the public school system. In order to present the trajectory of the PIBID, initially it approaches its pedagogical conception and a brief history of its emergence, growth and its norms of operationalization. Next, the process of difficulties faced by PIBID is presented, as well as the perspectives that are presented with the remodelling of the program, opening a horizon of uncertainties in the direction of PIBID today.