Professional development and PIBID Supervisors relationship: a bibliographic survey

Abstract

This article aims to present the results of a literature review on the relationship between the professional development of higher education teachers and the coordination of PIBID projects. To this end, a narrative, preliminary and non-systematic bibliographic study was carried out on the topics mentioned, covering legal documents, articles, Theses and Dissertations. The selected documents were organized, codified and analyzed according to the assumptions of the Content Analysis. A discussion was held on three analytical fronts: conceptual, contextual and investigative. From the conceptual perspective, the aim is to discuss the characteristics and specificities of the professional development of university teachers; in the contextual, the legal documents on the implementation of the PIBID and the Area Coordinator's duties are analyzed; and in the investigative perspective, the results of researches on the potential of the PIBID in the professional development of Area Coordinators are presented. The results of the bibliographic study show that: i) there is a need for the implementation of programmes that contribute to the development of the teaching skills of Higher Education teachers; ii) PIBID has undergone several changes over the years: initially, these changes have been fruitful, but in recent years they have been detrimental to teacher training policy; iii) the responsibilities of the Area Coordinators show their importance in the planning of PIBID's activities, involving various actions that enable their professional development; and iv) coordinating PIBID projects contribute to the professional development of Higher Education teachers, especially by bringing the school reality of Basic Education closer together and through collaborative work among PIBID's actors. The conclusion is that PIBID has contributed to the professional development of Area Coordinators, which may be reflected in the initial teacher training of undergraduates, even if they did not participate in PIBID program.