Contribuições do programa institucional de bolsas de iniciação à docência (PIBID) para a inserção profissional de professoras iniciantes

• Autor(a) principal: Signorelli de Queiroz Gonçalves, Glaucia
• Data de Publicação: 2019
• Outros Autores: André, Marli
• Tipo de documento: Artigo
• Idioma: por
• Título da fonte: Devir Educação
• Texto Completo: https://devireducacao.ded.ufla.br/index.php/DEVIR/article/view/173
• topic: Professora iniciante; Pibid; Inserção profissional

This article focuses on the process of professional insertion of beginning teachers, graduates from the Institutional Program of Teaching Initiation Scholarships (Pibid). The aim of the study was to analyze the effects of participation in Pibid, in the professional practice of beginning teachers. The research participants are 12 beginning teachers, ex-pibidianas, graduates of the Pedagogy course at the Universidade Federal de Uberlândia, Campus do Pontal – Ituiutaba/MG, who were working in early childhood education and elementary School, in state and municipal public schools, and seven supervisors of these schools. Two discussion groups were conducted with the ex-pibidianas and individual interviews with the supervisors.  The new teachers reported challenges faced by being directed to the most difficult classes in the school, the lack of school supplies and lack of support from managers and their work mates. However, they described situations that showed initiative and security to face the challenges, which inspired them to seek new teaching strategies, differentiated activities and to create affective links with the students, in the desire to promote learning. The supervisors reinforced the initiatives of the beginners, valuing them for mastering the subjects to be taught in the classroom, for the ability to analyze difficult situations and for creative solutions in facing the problems encountered. Keywords: Beginning teachers; Pibid; Professional insertion.