EDUCATIONAL INNOVATION: PIBID AND PRP AS DRIVERS OF TRANSFORMATION IN TEACHER TRAINING FOR THE 21ST CENTURY

Abstract

Teacher training in the PIBID (Institutional Program for Teaching Initiation Scholarships) and PRP (Pedagogical Residency Program) integrates theory and practice, immersing future teachers in educational practice and strengthening pedagogical skills. The PRP complements this training by promoting reflection on teaching practice and enhancing the interaction between theory and practice. Both contribute to the development of professionals who are prepared and committed to educational transformation. This article emphasizes the relevance of innovation in teacher training, proposing to explore methods that enhance preparation for 21st-century challenges, with an emphasis on adapting to technology, inclusion, and the development of contemporary competencies. The literature review highlights studies on PIBID and PRP, emphasizing their contribution to innovation in teacher training. Authors such as Fullan and Darling-Hammond underline the importance of innovation in pedagogical practice. PIBID strengthens the theory-practice relationship, while PRP enhances the practical training of teachers. The methodology is exploratory, based on a critical analysis of the literature, providing an in-depth understanding of the programs. Results and discussions highlight the emphasis on promoting 21st-century competencies, integrating technology, diversity, and inclusion. The conclusion emphasizes the crucial role of the programs in teacher training, encouraging innovation and preparation for contemporary challenges, contributing to the continuous improvement of the PIBID and PRP programs, promoting an educational revolution aligned with the transformations in Brazilian education.