FORMATIVE EXPERIENCES DURING PIBID: NARRATIVES FROM STUDENTS IN THE RURAL EDUCATION DEGREE PROGRAM

Abstract

The objective of the study was to analyze letters from five graduates of the Institutional Teaching Initiation Scholarship Program (PIBID), students of the Rural Education Degree (LEDOC), at the Marabá Rural Campus (CRMB) of the Federal Institute of Pará (IFPA). The activity was developed by the researcher in compliance with the teaching internship of the Graduate Program in Science and Mathematics Education (PPGECEM) of the Amazon Network for Science and Mathematics Education (REAMEC). The participants produced memories through a letter to a friend narrating a teaching experience considered formative, with the investigative question "what teaching lessons were considered significant during the PIBID experience?" This is a qualitative research study using a narrative methodology, in which the textual corpus was subjected to Discursive Textual Analysis (DTA) with the aid of IRAMUTEQ software (Interface de R pour les Analyses Multidimensionnelles de Textes et de Questionnaires). The analysis of the communications revealed: the shock of school reality; the construction of teaching identity; the articulation of knowledge; and the structuring role of PIBID as a public policy.