Programa Institucional de Bolsa de Iniciação à Docência (PIBID) na UFGD/MS: recorrências e solicitações da realidade

Abstract

This Master's Dissertation is located in the Education Policy and Management Research Group of the Group of Studies and Research State, Policy and Management of Education (GEPGE) of the Graduate Program in Education of the Federal University of Grande Dourados ( UFGD). It has as object of investigation the Institutional Program of Initiation to Teaching Scholarship (PIBID). The PIBID was instituted by CAPES with the purpose of encouraging the initial formation of teachers for Basic Education, valuing the teaching and public school space, articulating Higher Education with Basic Education, giving the students of the Undergraduate Courses contact with the future workplace, among other related aspects. The purpose of this study is to analyze the Institutional Program of the Initiation to Teaching Grant (PIBID) in the UFGD with a focus on educational policy and educational management, in order to verify in its implementation recurrences and requests of reality, through an evaluation made by the participants. The historical time of the research covers the years from 2009 to 2016. Methodologically, the study was based on bibliographic, documentary and field research, used as instruments the questionnaire and semi-structured interview. In these terms, guiding questions were: What perceptions are predominant among PIBID / UFGD participants, regarding the contribution of the program to the training process of future teachers? What recurrences and demands of reality can be highlighted from this reading within the UFGD and outside community? It was concluded that the PIBID is a great action of the broader Brazilian Educational Policy focused on the initial formation of the teacher, for the qualification of the teacher in exercise and of the visible possibility of strengthening the relationship between the University and the Public Schools of Basic Education. It also strengthens the relationship between the State and Society. In terms of the educational management of PIBID / UFGD is implemented under the contributions of democratic management of education. However, some challenges still need to be overcome: the necessary participation of the academic scholars in the Pedagogical Plan of the School of Basic Education where they are inserted, as well as more teaching experiences that involve the interdisciplinarity in the actions and proposed activities; the effective participation in pedagogical meeting, courses, lectures, seminars promoted also by the School of Basic Education; the experience of participation in Councils of Class / Series / Years and in the Annual Evaluation of the School of Basic Education; and also the issue of more records of activities resulting from Subprojects in Portfolios, Reports and Blogs. Another point that refers to the educational management of PIBID and which reflects the advances, but needs to be expanded, concerns the more detailed knowledge of all those involved in the PIBID Institutional Project and its regimental norms. In short, as verified by means of the evaluation made possible by answers, wishes, and propositions of the individuals that materialize the PIBID in the UFGD, they demonstrate that they can be understood as part of an educational policy of a state character, even in the interinstitutional, social and political of the current Brazilian conjuncture. In sum, it’s indubitable the importance of PIBID for initial teacher training is undoubtedly important, and it is up to the State, a CAPES, MEC, IES to give due importance to such a program. It is believed that the study materialized in this Master Dissertation will be of social relevance to collaborate in the legitimacy of PIBID's place in Basic Education and Higher Education.