PIBID Chemistry at school: reflections on teacher training in the triple articulation between area coordination, supervisors and undergraduate students

Abstract

Abstract. This report presents as main objective to discuss the process of teacher training for PIBID participants, Chemical subproject, of the Chemistry Course at the UFRB. The actions carried during the program were reported from the point of view of the supervisors and the area coordinator. The multiple relationships that exist between area coordination, supervision, scholarship initiation students, High School students and the school unit are shown and discussed. The interventions carried out, the specific and general meetings, the non-conventional pedagogical strategies were detailed by the supervisors and the coordinator. These non-conventional teaching strategies using playfulness or games, for example, motivated and facilitated the understanding of the contents of Chemistry. The holding of meetings and the planning of the activities were important for the fluidity of the program's actions. Participation in PIBID is a significant opportunity to build the teacher knowledge necessary for didactic-pedagogical practice in the school context. The activities developed showed the close relationship that exists between the Institution of Higher Education and the Schools of Basic Education. In addition, the actions that were developed promoted significant changes in the reality of the public school with regard to the teaching of Chemistry, since the enrollment of students in the Chemistry Degree courses from Basic Schools has grown in recent years. Participation in PIBID has motivated students in the Chemistry Degree course to remain in the area of education as future teachers. We thank CAPES for the financial support to carry out this work.

Keywords: PIBID. Chemistry teaching. Teacher Training.