A determinação reflexiva na formação docente mediada pela política educacional do PIBID

Abstract

Since the promulgation of “LDB – Lei de Diretrizes e Bases da Educação Brasileira” (Law of Guidelines and Basis of Brazilian Education), in december 20, 1996, there has been a concern about improvements in teacher training courses. Through that bias, “PIBID – Programa Institucional de Bolsas de Iniciação à Docência” (Institutional Program of Scholarships on Teaching Iniciation) which is supported by “CAPES - Coordenação de Aperfeiçoamento de Pessoal de Nível Superior” (Improvement Coordination of Higher Education Personnel), has been providing enhancement and motivation for people to undergo magisterium careers in diverse fields of basic education. In that way, CAPES commits to invest in magisterium acknowledgment and quality of brazilian education. Therefore, PIBID’s educational policy provides a mindful determination, so to speak, it contributes to a better formation of the future teacher at the same time this better formation reflects on the educational field, supporting improved classes as well as better formation for scholar students. The purpose of the present article is to point out this thoughtful determination mediated by interaction dialetics between university, PIBID and school; based on the thoughts of philosopher György Lukács. The objectivity or social nexus generated hence has resulted in a contribution to optimization of Brazilian teacher training. This finding or conclusion is based upon the observation of PIBID’s aplication in “Universidade Federal do Ceará” (Federal University of Ceara) since 2008, in which we ourselves have participated as coordinators of philosophy field, between 2010 and 2013.