A contribuição do PIBID no desenvolvimento profissional dos professores do curso de Geografia na Universidade Federal de Pelotas.

Abstract

The work refers to a research developed in the Master of Postgraduate Program in Geography (PPGeo) of the Federal University of Pelotas (UFPel), in the research line Teacher Training and Geography Teaching. Through a literature review, we identified that there is an investment in the development of research on the Institutional Teaching Initiation Scholarship Program (PIBID) and that they show, in different aspects, how the program contributes to teacher education. We were reminded that the focus is on the initial training of undergraduate students and on the participation of PIBID in the continuing education of teachers in the partner schools of the program. In this way, we directed the research on the contribution of PIBID in the professional development of university professors, especially the professors of the UFPel Geography Degree course who acted as area coordinators from 2011 to 2017. A study of the official documents was carried out. who guided the program to understand its dynamics, as well as research in the field of educational policy to better understand it as public policy. The research, qualitative in nature, had data collection through documentary research, narrative interview with university professors participating in PIBID and discussion of data through principles of content analysis. The results point to the impact of the program on the teaching performance of university teachers and its dimension of pedagogical formation in two aspects: a) the possibility of reorganization of professional performance in university teaching, through the impacts that the proximity with teachers and students of the elementary school had on teachers and undergraduates; b) contact with teachers and students from other areas of knowledge facing challenges in the exercise of the profession. These aspects also made it possible to think of the Program as a place and territory of formation. The research broadens the understanding of the contribution of PIBID as a public policy beyond its main objective of initiation to the teaching of undergraduate students, incorporating the dimension of teacher education of university professors in the process.