POTENTIAL AND LIMITS OF FEDERAL PROGRAMS PIBID AND PEDAGOGICAL RESIDENCY: A STATE OF KNOWLEDGE

• Autor(a) principal: Vanzuita, Alexandre
• Data de Publicação: 2022
• Outros Autores: Guérios, Juliana
• Tipo de documento: preprint
• Idioma: por
• Título da fonte: SciELO Preprints
• Texto Completo: https://preprints.scielo.org/index.php/scielo/preprint/view/4282
• topic: Pibid; Residência pedagógica; Formação inicial; Estado do conhecimento; Pibid; Pedagogical residence; Initial education; state of knowledge; Pibid; Residencia pedagógica; Formación inicial; Estado del conocimiento

This study presents a mapping of theses and dissertations related to federal programs aimed at teaching initiation, PIBID and Pedagogical Residency (PR), in the Digital Catalogue of Theses and Dissertations of CAPES and in the Digital Library of Theses and Dissertations - BDTD, in the period from 2010 to 2020. It aims to understand, through research already carried out, how these two federal programs can impact the formation of future teachers. A descriptive and interpretative analysis was carried out, of the type of state of knowledge, of studies related to initial teacher education in the PIBID and PR programs, signaling as main limits: the restriction in the number of scholarships offered and weaknesses among the curriculum of the IES, internship and teaching initiation programs; as potentialities, the studies pointed out: the insertion in the daily life of the school, the paid scholarship, the methodologies adopted and the approximation of universities with Basic Education. The results point to possible contributions in the construction of the teacher identity during initial education, since they collaborate in the qualification of the future teacher, in the sense of an authorial and emancipatory formation based on research, bringing university and school closer, articulating theory and practice.