PIBID Chemistry São Mateus/ES: the look of those involved in the project on the Initial Training of Teachers

Abstract

The Institutional Scholarship for Teaching Initiation Program (PIBID) is a public educational policy that is materialized from the insertion of undergraduate students in the school's didactic-pedagogical activities, guided by a supervising teacher and a coordinating professor. The present work, of a qualitative nature, addresses the relationships between the experience in the PIBID and the initial formation of the scholarship holders, based on narratives built by the participants of the subproject PIBID Chemistry of the Federal University of Espírito Santo, São Mateus campus. The work contextualizes the importance of the teaching experience in the school context and addresses the relations between the University and the basic education school by presenting the narratives produced by those involved in the subproject on the practice and meanings attributed by the participants on initial and continuing education. From the narratives produced we can highlight that PIBID contributed to the individual and professional training of the participants, as well as helped to raise the quality of the initial training of future chemistry teachers by providing them with opportunities to plan and apply methodological experiences and differentiated teaching practices.