Pibid and pedagogical residency and their impacts on teacher education: perception of institutional coordinators

• Autor(a) principal: Johann, Cristiane Antonia Hauschild
• Data de Publicação: 2023
• Outros Autores: Lima, Jaqueline Rabelo de
• Tipo de documento: Artigo
• Idioma: por
• Título da fonte: Linhas (Florianópolis. Online)
• Texto Completo: https://www.periodicos.udesc.br/index.php/linhas/article/view/24425
• topic: Pibid; residência pedagógica; formação docente; identidade docente; Pibid; pedagogical residency; teacher education; teacher identity; Pibid; residencia pedagógica; formación docente; identidad docente

This paper aims to present impacts on teacher education from the perception of institutional coordinating professors regarding the participation of undergraduate students in the Institutional Program of Scholarship Initiation to Teaching - Pibid, and in the Pedagogical Residency Program - PRP. The Pibid and Pedagogical Residency programs are public policies of encouragement and appreciation of the teaching profession that allow the experience of the inseparability between theory and practice, university and school. The data collection was carried out by means of Google Forms, dealing with 223 research subjects, belonging to 172 different Brazilian HEIs, of which 112 are Institutional Pibid Coordinators, 106 Pedagogical Residency coordinators, and 03 are former institutional coordinators, who answered the following question: In your perception, what are the impacts of the Programs on the education of future teachers? The data were analyzed using the Textual Discourse Analysis (TDA) by Moraes and Galiazzi (2011), resulting in four categories: Pedagogical Model, Teaching Identity, Articulation (School and University or between teaching degrees) and Impact and permanence in the degree. From the results obtained, it is inferred that the model used in the programs, which highlights the articulation between University and School of Basic Education, nurtures the process of strengthening the undergraduate programs and contributes significantly to the consolidation of the teaching identity.