Entre A Universidade E A Escola: Uma Análise Dos Subprojetos Do Pibid Na Formação De Pedagogo(A)S

Abstract

This research investigates the subprojects of the Institutional Program for Teaching Initiation Scholarships (PIBID) linked to Pedagogy degree programs, aiming to understand how these initiatives contribute to the initial training of teachers. The general objective was to analyze PIBID subprojects connected to Pedagogy courses in Brazilian institutions, focusing on the formative proposals and pedagogical practices developed. The specific objectives were: to identify the main formative approaches present in PIBID subprojects in Pedagogy courses and to describe the proposed pedagogical practices, relating them to initial teacher education. The methodology adopted was qualitative, exploratory, and documentary in nature, involving the analysis of subprojects from various higher education institutions in Brazil and experience reports from current and former scholarship holders. The results show that PIBID promotes a concrete articulation between theory and practice, fostering the development of pedagogical autonomy among pre-service teachers, especially in activities related to literacy and reading. The analyzed subprojects demonstrate that the school-based experiences provided by the program significantly contribute to the construction of teaching identity by enabling students to face real challenges of the profession, develop reflective pedagogical practices, and strengthen their commitment to the teaching career. The research concludes that PIBID represents an important mediating factor in the teacher education process, although it is not, by itself, sufficient to meet all the demands of the profession. The reflections generated in this study may support future research in the field of teacher education, reaffirming the role of PIBID as a relevant public policy for strengthening basic education and training educators committed to social transformation.