A experiência do Pibid na UEMA sob os olhares freireanos: objetivos, metas e estratégias de formação profissional do Pibid na UEMA

• Autor(a) principal: Carvalho, Maria Goretti Cavalcante de
• Data de Publicação: 2021
• Outros Autores: Serra, Deuzimar Costa
• 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/9432
• topic: Práxis educativa; Paulo Freire; Pibid; Introduction to Teaching. Formation. Dialogic. Autonomy.

This text addresses reflections on the experience of the Institutional Scholarship Program for Initiation to Teaching – Pibid, of the State University of Maranhão – UEMA, through its institutional project for initiation to teaching (2018), defined by objectives, goals and training strategies initial, under Freire's perspectives aimed at criticizing the knowledge of teaching practice, insofar as it becomes a fruitful dialogue between theory and practice – praxis. It reflects on the projection of educational institutions, their actions to consolidate the initiation to teaching of undergraduate students, and Freire's contributions to thinking about initial training with experiences in everyday school life. It is pointed out that the development of teaching initiation projects depends on the sensitivity and perception of uniqueness, on the school environment, aligning its objectives with a theoretical framework that discusses recent educational issues, with a view to building school knowledge, in the context of initial formation. The objective is to reflect on the initiation to teaching, seeking in the school a space for training and problematizing the processes that constitute the educational praxis. It is indicated that the initiation to teaching can be a positive dialogic experience with the school environment, a proper space for relational activities, as a possible expansion of the critical awareness of the teacher in training, about the use of this space of professional activity as a sensory environment for the production of knowledge in teaching practices.