Estudo da importância do Programa Institucional de Bolsas de Iniciação à Docência como um meio de formação continuada para os professores supervisores de Física e demais áreas

Abstract

Education academics have been discussing, investigating and planning methods that are aimed at teacher training for a long time, with this need going beyond simple intellectual training, but rather in the creation of programs and public policies that enable and provide undergraduate students, after their training, with a continuation of their work in the teaching profession. However, it is known that after graduation, another journey begins in the teacher education process, since knowledge is not static and summarized to what is learned in the academy, but, in fact, it is constantly changing, making it necessary for professionals to keep up with this evolution. From this context, programs that seek to improve this reality become necessary, one of these being the PIBID (Institutional Program of Scholarships for Initiation to Teaching), which aims to ensure a practical insertion in the school and contribute to the valorization of teaching for students in initial training. With this need, the present work aims to evaluate how the PIBID has the ability to act as a continuing education for supervising teachers who participated in the PIBID project and work in public schools, with a major focus on physics. In this way, the contributions of PIBID to the improvement of teachers inside and outside the classroom will be analyzed, and if and how it had a formative character throughout the scholarship period. This work used as methodology the application of a research form (Google Forms), where questions were asked about the experiences of the supervising teachers and how this scholarship period was important for closer ties between the University and Basic Education, as well as for their professional improvement.