EXPERIENCES AND CONTRIBUTIONS OF PIBID IN TEACHER TRAINING: REPORT OF A TRANSFORMATIVE EXPERIENCE

Abstract

 This study aims to report and analyze the experiences and contributions of the Institutional Program for Teaching Initiation Scholarships (PIBID) to the initial training of Mathematics teachers, based on activities carried out at the Antônio Nivaldo Municipal School in Floriano, Piauí. It is a qualitative experience report grounded in theoretical frameworks addressing teacher training, the construction of professional identity, and the enhancement of pedagogical competencies. The activities were conducted over two cycles of the program between 2023 and 2025, encompassing observation, planning, pedagogical interventions, and the evaluation of implemented practices. Key actions included the use of mathematical games, manipulatives, active learning methodologies, and interdisciplinary projects, all of which fostered meaningful learning, student agency, and the connection between theory and practice. The results indicate that PIBID had a significant impact on strengthening teaching identity and developing competencies related to planning, classroom management, and critical reflection on pedagogical practice, while also promoting integration between the university and the public school system. It can be concluded that the program represents a significant public policy aimed at valuing initial teacher training, providing experiences that qualify future teachers and contribute to improving the quality of basic education.