The contributions of the PIBID to the constant training of Basic Education teachers: some reflections from student teacher supervisors

Abstract

This article discusses the contributions of the Institutional Program of Initiation to Teaching Scholarship (PIBID) to the training of the student teacher supervisor of the Chemistry subproject, analyzing its conceptions and the contribution of the program to the teaching practice. This study has a qualitative approach, with characteristics of field research, whose data were obtained through a questionnaire with discursive and objective questions and discussed according to the assumptions of Textual Discourse Analysis. The individuals participating in this study were five student teacher supervisors from schools associated to the Chemistry subproject in the municipality of Amargosa (State of Bahia). Based on the results, it was observed that PIBID provides teachers with a reassessment of their practice by conducting and monitoring new educators in training, reflecting on new learning with scholarship holders through differentiated and collectively constructed teaching strategies. In addition, the University's approach to basic education schools was highlighted, with the problematization and solution of conflicts in group. In this way, the student teacher supervisor plays a fundamental role in the school, providing changes in the school scenario and in teacher training from the moment they are inserted in the program, adding new knowledge and learning, collaborating with the initial training of undergraduates in Chemistry and strengthening their training itself.