As Contribuições do Pibid para a Formação Docente: uma análise a partir das práticas adotadas no ensino remoto emergencial

• Autor(a) principal: Freitas, Maria Luziana Costa de
• Data de Publicação: 2022
• Outros Autores: Ferreira, Leonardo Chaves, Pereira, Antonia Suele de Souza Alves
• Tipo de documento: Artigo
• Idioma: por
• Título da fonte: Revista de Iniciação à Docência
• Texto Completo: https://periodicos2.uesb.br/index.php/rid/article/view/10569
• topic: Pibid; Ensino Remoto Emergencial; formação docente; Pibid; Emergency Remote Teaching; Teacher Training

The present work aims to analyze the contributions of the Institutional Scholarship Program for Initiation to Teaching (Pibid) for initial teacher training, based on the practices adopted by the scholarship holders of the Letters - Portuguese Language subproject of the University of International Integration of Afro-Brazilian Lusophony. Brasileira (Unilab), during the context of Emergency Remote Teaching (ERE). To achieve this objective, we adopted some theoretical notions about the Program's contributions to training (TARDIF, 2007; BRITO, 2012) and about the challenges in the pedagogical practices adopted at ERE (GARCIA et al., 2020). In methodological terms, after a bibliographic survey, a questionnaire was applied through the electronic form, which was divided into the following sections: (1) The practices used in Emergency Remote Teaching and annex to the portfolio of activities; (2) Personal assessment of the Program's contributions to professional training in the pandemic. As a result, it was found that the Pibid during the pandemic, in the Letras/Unilab/Ceará Subproject, maintained its coherence, allowing the future teacher to articulate their knowledge in the practical fields of education.