TRAINING TO TRANSFORM : THE IMPACT OF PIBID ON THE INITIAL EDUCATION OF SCIENCE AND BIOLOGY, TEACHERS PERSPECTIVES OF SCHOLARSHIP HOLDERS AT THE FEDERAL UNIVERSITY OF RONDONÓPOLIS, MATO GROSSO

Abstract

This article aimed to verify the effectiveness of the contributions of the public policy of the Institutional Scholarship Program for Teaching Initiation (PIBID) in the training process of undergraduate students in Biological Sciences at the Federal University of Rondonópolis (UFR). This program aims to establish a closer relationship between the University and the School, envisioning an improvement in the initial training of teachers. This research is justified by the mismatch in Brazilian teacher training programs between theoretical and practical training, and the disconnect between these courses and the reality of Brazilian public schools. We chose the following research problem: Does the PIBID public policy have the formative potential to forge teaching knowledge in the initial training of the 24 PIBID participants at UFR? We proposed a qualitative research approach, exploratory in nature, using the procedural model of phenomenological research. Data collection was carried out through semi-structured interviews, followed by discourse analysis. Among the significant results, we verified the effectiveness of the PIBID public policy in bringing future Basic Education teachers closer to the reality of schools and to the knowledge of teaching practice and classroom management. Thus, we concluded that PIBID has a significant impact in promoting greater interaction between the University and the School, preparing pre-service teachers to enter the classroom.