CONTRIBUTIONS OF PIBID IN THE INITIAL FORMATION OF GEOGRAPHY TEACHERS AT THE STATE UNIVERSITY VALE DO ACARAÚ – UVA

Abstract

Teaching is built through an arduous and time-consuming process that requires dedication and attention, both to the scientific knowledge in the university and to the applicability of this knowledge on the classroom floor, a moment that is important for the formation of the future teacher. In recent decades, through the research funding agencies, programs have emerged that have encouraged the initial formation of teaching in undergraduate courses throughout the country, among them we highlight the Institutional Program of Teaching Initiation Scholarship - PIBID, created in 2007, and adhered to by the State University Vale do Acaraú in 2009. Since then, it has contributed to qualify new teachers in training, bringing academic reality closer to basic education. In this study, we aimed to research the program, based on the following questions: what is the role of PIBID in the training of geography teachers at UVA? How has PIBID been articulated between university and primary education schools? Has the teacher in training been able to gather new knowledge for teaching practice? In view of these questions, we used as a method of analysis for the research the bibliographic and documentary survey, in addition to interviews conducted through the electronic platforms Google Docs. and Gmail to collect the data, which were qualitatively treated on the study. After the information collected and treated, we concluded that the PIBID enabled the involved to learn significant about teaching, acquired in the process of immersion in the school-field where they could experience the daily school and share the university.