O significado do Pibid na trajetória acadêmica dos bolsistas e voluntários de iniciação à docência de um curso de ciências biológicas

• Autor(a) principal: Portela, Ellen Maria Santos
• Data de Publicação: 2021
• Outros Autores: Nascimento, Júlia Izadora Gonçalves, Silva, Larissa Santana da, Coswosk, Édila Dalmaso, Dionor, Grégory 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/8444
• topic: Ensino de Biologia; Universidade; Educação Básica

ABSTRACT This study aims to analyze the contributions of PIBID in the training of scholarship holders and volunteers for the teaching of biological sciences on campus X at UNEB. The methodological approach chosen, considered appropriate for this investigation, was documentary research. According to Gil (2002), this research method is relevant because it is dealing with a rich source of data, eliminating the need for direct contact with the research subjects. Thus, the study is based on a qualitative and interpretative analysis of the perceptions that the subjects expressed in relation to the actions developed in the Teaching Initiation Program. From this survey, three contributions emerged that were considered, in this study, as the categories that guided the analysis of the portfolios (i list of social inequalities that affect the entire educational system, ii) collective actions for the benefit of students' learning iii) teaching action in the construction of knowledge. In possession of the analysis, it was found, among other things, that the initial actions contributed to the approximation of the theory taught at the university, with the practice of basic education in the public education system, and that this experience can collaborate to minimize the shock with the reality experienced in the first years of professional practice.   Keywords: PIBID. Teaching; University; Basic education