A formação docente da prática escolar: a visão dos supervisores do`PIBID

Abstract

The present research deals with teacher training in school practice, in view of the work of supervising teachers participating in the Institutional Program of Initiation to Teaching (PIBID). The main objective is to analyze the understanding of PIBID supervisors regarding teacher training in school practice, specifically considering the evaluations they make about this subject, their experiences and the achievement of their achievements. The school is discussed as an important place for teacher training, evaluating its possibilities and limits in order to fully assume this task without the participation of the university. This research was done through the qualitative approach because it is a method that allows the approach and a more direct contact with the research subject. For the data collection, interviews were conducted with the teachers of basic education, who participated in PIBID, being three supervisors of PIBID / Pedagogy, and two of PIBID / Social Sciences. After the interviews were made the analysis of the data obtained, and it is possible to realize that the supervisors consider the experience of the PIBID important for their teacher training, since the PIBID acts not only in the initial formation, but also in the ongoing formation of the teachers in exercise. But that, in general, the school would not be able to carry out this task by itself, the university can not escape this task as a fundamental link to the complex work of teacher training.