As contribuições do Pibid na formação docente: uma experiência em Araguaína.

Abstract

This work of course conclusion aims to present the contributions of the Programa Institucional de Bolsas de Iniciação à docência (PIBID), of the course of Letters for teacher training. The text discusses data from a survey performed with participants of the subproject of the course of Letters/Araguaína. Putting in evidence the teacher training, it is given particular attention to the reports of the participant scholars of the survey seeking this way to identify in their reports to what extent the PIBID has contributed and what are the implications for the professional training of the participants in the Program. In the methodological procedures it was adopted a qualitative approach appealing to the performance of questionnaires with subjective questions with scholarship students, teachers/ supervisors and the coordinator of the subproject. Considering the initial training of teachers, the studies of Canário, Tardif, Nóvoa and Paulo Freire, contributed to a theoretical reflection of this research. The results suggest that the program contributes significantly to the training of each participant involved in the program, helping to create a building space of a new knowledge produced in the relations between institutions and individuals, integrating the different knowledges that constitute with the professional knowledge.