PIBID contributions to initial teacher training: a report of experiences in the Portuguese Language course
DOI:
https://doi.org/10.48017/dj.v11i3.3780Keywords:
Teacher training, basic education, experienceAbstract
This article aims to report on the contributions of PIBID (Institutional Scholarship Program for Teaching Initiation) to initial teacher training, through an account of the experiences of PIBID students from 2024-2026 in the Portuguese Language and Literature undergraduate program at the State University of Alagoas (Uneal), Campus I. The didactic strategy of this research was descriptive, based on the observation and analysis of practical experiences in the school context, organized into three main axes: the integration between theory and practice, the possibilities for initial training, and the articulation between university and school. The results indicate that participation in the program favored the development of essential pedagogical skills, broadened the critical understanding of school reality, and contributed significantly to the construction of the future teacher's identity. We conclude that PIBID is an indispensable and enriching formative experience that, by bringing students closer to the daily life of the school, strengthens their ethical and political commitment to quality public education..
References
Brasil. (2010, 24 de junho). Decreto nº 7.219, de 24 de junho de 2010: Dispõe sobre o Programa Institucional de Bolsa de Iniciação à Docência – PIBID e dá outras providências [Decree No. 7,219 of June 24, 2010: Establishes the Institutional Scholarship Program for Initial Teacher Education – PIBID]. https://www.planalto.gov.br/ccivil_03/_ato2007-2010/2010/decreto/d7219.htm
Corrêa, C. P. Q. (2017). A formação dos formadores do Programa Institucional de Bolsa de Iniciação à Docência (PIBID) [The training of teacher educators in the Institutional Scholarship Program for Initial Teacher Education (PIBID)] [Tese de doutorado, Universidade Federal de Juiz de Fora]. Repositório Institucional da UFJF. https://repositorio.ufjf.br/ (repositorio.ufjf.br in Bing)
Freitas, H. C. L. de. (2014). PIBID: Desafios e possibilidades na formação docente [PIBID: Challenges and possibilities in teacher education]. Papirus.
Gatti, B. A. (2010). Formação de professores no Brasil: Características e problemas [Teacher education in Brazil: Characteristics and problems]. Educação & Sociedade, 31(113), 1355–1379. https://doi.org/10.1590/S0101-73302010000400016
Gatti, B. A., André, M. E. D. A., Gimenes, N. A. S., & Ferragut, L. (2014). Um estudo avaliativo do Programa Institucional de Bolsa de Iniciação à Docência (PIBID) [An evaluative study of the Institutional Scholarship Program for Initial Teacher Education (PIBID)] (Textos FCC, 41). Fundação Carlos Chagas. https://www.gov.br/capes/pt-br/centrais-de-conteudo/24112014-pibid-arquivoanexado-pdf
Noronha, G. N., Noronha, A. A., & Abreu, M. C. A. de. (2020). Relato de vivências no PIBID: Aproximações com a construção docente [Experiences in PIBID: Approaches to teacher development]. Práticas Educativas, Memórias e Oralidades (Rev. Pemo), 2(3), e233748. https://doi.org/10.47149/pemo.v2i3.3748
Nóvoa, A. (Ed.). (1992). Os professores e a sua formação [Teachers and their professional education]. Publicações Dom Quixote.
Oliveira, A., & Barbosa, V. S. L. (2013). Formação de professores em ciências sociais: Desafios e possibilidades a partir do estágio e do PIBID [Teacher education in social sciences: Challenges and possibilities based on internship and PIBID]. Revista Inter-Legere, 1(13), 140–162. https://periodicos.ufrn.br/interlegere/article/view/4169
Paniago, R. N. (2016). Contribuições do Programa Institucional de Bolsa de Iniciação para a aprendizagem da docência profissional [Contributions of the Institutional Scholarship Program for Initial Teacher Education to professional teaching learning] [Tese de doutorado, Universidade do Minho]. RepositóriUM. https://repositorium.sdum.uminho.pt/
Rausch, R. B., & Frantz, M. J. (2013). Contribuições do PIBID à formação inicial de professores na compreensão de licenciandos bolsistas [PIBID contributions to initial teacher education through the understanding of scholarship students]. Atos de Pesquisa em Educação, 8(2), 620–641. https://doi.org/10.7867/1809-0354.2013v8n2p620-641
Tardif, M. (2002). Saberes docentes e formação profissional [Teacher knowledge and professional education]. Vozes.
Zeichner, K. M. (2009). Formação de professores e a luta por justiça social [Teacher education and the struggle for social justice]. Artmed.
Downloads
Published
How to Cite
Issue
Section
License
Copyright (c) 2026 Jackeline Silva Ferreira, Taísa Ferreira da Silva, Fernanda Azevedo Vintura, Mirian Maria da Silva , Inalda Maria Duarte de Freitas
This work is licensed under a Creative Commons Attribution 4.0 International License.
The Diversitas Journal expresses that the articles are the sole responsibility of the Authors, who are familiar with Brazilian and international legislation.
Articles are peer-reviewed and care should be taken to warn of the possible incidence of plagiarism. However, plagiarism is an indisputable action by the authors.
The violation of copyright is a crime, provided for in article 184 of the Brazilian Penal Code: “Art. 184 Violating copyright and related rights: Penalty - detention, from 3 (three) months to 1 (one) year, or fine. § 1 If the violation consists of total or partial reproduction, for the purpose of direct or indirect profit, by any means or process, of intellectual work, interpretation, performance or phonogram, without the express authorization of the author, the performer, the producer , as the case may be, or whoever represents them: Penalty - imprisonment, from 2 (two) to 4 (four) years, and a fine. ”
