Memórias pibidianas: um estudo sobre as contribuições do PIBID/LETRAS para as práticas de formação docente

Abstract

Created in 2007, within the scope of the Ministry of Education, Coordenação de Aperfeiçoamento de Pessoal de Nível Superior (CAPES) and Fundo Nacional de Desenvolvimento da Educação (FNDE), the Programa Institucional de Bolsa de Iniciação à Docência (PIBID) focuses on “promote the initiation to teaching of students from federal institutions of higher education”, preparing them to work in public basic education (Ordinance No. 38/2007). It is, therefore, a public educational policy that aims to strengthen actions for the training of teachers and encourage teaching. However, this program has been under threat of cutting of budget since 2016. In addition, in 2018, the Projeto de Lei Orçamentária Anual (PLOA), referring to 2019, estimated for the suspension of the payment of 105 thousand scholarships, as of August of 2019, which would mean the extinction of the Programa Institucional de Bolsa de Iniciação à Docência (PIBID) and the Programa de Residência Pedagógica (PRP). Based on this scenario, the present research had as general objective to understand from the perspective of the PIBID Letras / UFBA student, which are the contributions of the Teaching Initiation Program to the training practices for the performance in basic education. As specific objectives, I sought (a) to understand what reflections the graduate student makes in relation to his experiences in the PIBID Program and the relationship of these experiences with his performance in the classroom with regard to teaching reading and writing and (b) understanding how the readings, practices and actions of PIBID support the practice of graduates in their teaching. From a methodological point of view, this research analyzed the reports of memories of a group of 8 scholarship holders graduating from PIBID Letras /UFBA, from the perspective of Qualitative-Interpretive Research (BAUER and GASKELL, 2002; BORTONI-RICARDO, 2008), from Oral History (THOMPSON, 1992; PORTELLI, 1997, 2001; GUEDES-PINTO, 2000; MEIHY, 2006) and the Narrative Interview (MUYLAERT, 2014). As a theoretical foundation, the work is anchored in Literacy Studies (KLEIMAN, 1995, 2004; BARTON 1994; ROJO, 2008; STREET, 2014) and in the Teacher Training Field (GATTI, 2009; ANDRÉ, 2016). Based on the analysis, the graduates pointed out that PIBID contributed to a closer relationship between the school and the university, as well as to the maturation of their teacher training.