PIBID AND DISTANCE EDUCATION: OVERCOMING PRACTICAL CHALLENGES IN CHEMISTRY TEACHER TRAINING

Abstract

In Brazil, initial teacher education faces challenges in bridging theory and practice, particularly in the teaching of Physics and Chemistry. This article analyzes the contributions of the interdisciplinary PIBID/UFERSA subproject to the education of undergraduate Chemistry teaching students in distance education (DE), developed at Governador Dix-Sept Rosado State School in Mossoró, Rio Grande do Norte, Brazil. The study is based on qualitative, descriptive experience reports and documentary records from six scholarship students throughout 2025. The activities included active learning methodologies, educational games, practical lessons on kinematics, and guidance on scientific projects. Notable results were achieved in the Brazilian Astronomy and Astronautics Olympiad (OBA) and the Brazilian Rocket Exhibition (OBAFOG), with rocket launches reaching up to 121 meters, as well as awards for scientific initiation projects at state-level science fairs. The results indicate that the in-person experience facilitated by PIBID contributed to mitigating challenges associated with practical training in distance education, fostering autonomy and pedagogical confidence. It is concluded that the integration of PIBID, distance education, and interdisciplinarity contributes to enhancing science education in inland and underserved contexts.