Português: Português

• Autor(a) principal: Martins Tigre, Diana
• Data de Publicação: 2022
• Tipo de documento: Artigo
• Idioma: por
• Título da fonte: Diversitas Journal
• Texto Completo: https://diversitasjournal.com.br/diversitas_journal/article/view/2238
• topic: Formação; Saberes docentes; Pibid; Português

The Covid-19 pandemic required some adjustments in the actions of Public Notice No. IES) due to the need for physical distance between people. In this way, this text seeks to present reflections on how the institutional project of the program was carried out in a Bahia public university of higher education that had thirty-three (33) teaching initiation centers (ID) and seven hundred and ninety-two (792) scholarship students. In order to understand its possible contributions to teacher training, verify the challenges posed in this process and identify results and their impacts. It is a part of a larger research on the program and that takes the qualitative case study as a methodological approach. To this end, we took as a study instrument the data contained in the 2 (two) reports prepared by the thirty-three professors/area coordinators participating in the program at the IES and which were made available in the institutional system in two (2) different periods. Based on the reports, a database was organized (with tables) consulted for the elaboration of the general synthesis of the investigated information. We consider that the path designed by the institutional project, from its centers of initiation to teaching, although it faced many challenges, was important for the training of teachers since the experience inaugurated another space-time of dialogue, training and learning via digital platforms, virtual environments and/or social networks demonstrating the capacity for collaborative work, production and sharing of knowledge and practices by the involved pairs, contributing to the strengthening of the university/school relationship, for innovation and professional development.