Formação de professores em diálogo com a educação básica e a universidade: um estudo sobre as experimentações do PIBID na EMEF São João Batista em Cametá - Pará

Abstract

This dissertation investigates the contributions of the Institutional Scholarship Program for Teaching Initiation (PIBID) to initial teacher education and to strengthening the dialogue between basic education and the university. It is guided by the following research question: what are the potentialities and challenges of PIBID in promoting formative practices that foster critical education among scholarship-holding pre-service teachers and enhance the dialogue between basic education and the university? The general objective is to analyze how the PIBID experience contributes to initial teacher education and to the strengthening of this dialogue. To this end, the study seeks to understand the formative experiences developed through the strengthening of relationships between the university and basic education schools; to investigate the pedagogical practices carried out within PIBID at EMEF São João Batista, located in the municipality of Cametá, Pará; and to analyze the potentialities and challenges experienced within the context of PIBID actions at this school. The methodological approach adopted is qualitative, grounded in historical-dialectical materialism. The methodological path was divided into two stages. The first consists of a bibliographic survey conducted in academic databases (CAPES, SciELO, and BDTD), whose results highlight the relevance of PIBID in articulating theory and practice, in the construction of teacher identity, and in fostering the critical engagement of future teachers. The second stage comprises a case study, with EMEF São João Batista as the empirical field. Within this context, semi-structured interviews were conducted with subjects directly involved in the program’s activities, including pedagogical coordinators, school administrators, supervising teachers, and scholarship students. The analysis is carried out using categorical-thematic content analysis (Bardin, 2016), aiming to support reflections on teacher education policies, with emphasis on PIBID as a strategy for articulating university and school, enhancing pedagogical practice, and valuing initial teacher education. The theoretical-conceptual data indicate that the teacher education trajectory should be understood as a collective, dialogical, and situated process, in which the integration between theory and practice is sustained by effective institutional ties, consistent public policies, and innovative pedagogical practices aligned with professional valorization and the improvement of basic education in Brazil (Boneti, 2011; Dourado, 2007; Fundação Carlos Chagas, 2014). Such a process fosters critical reflection and the construction of professional identity, as argued by Tardif (2012), Nóvoa (2009), and Gatti (2010).