PIBID: impactos, significados e perspectivas na formação de professores

Luiz Penido

doi:10.5433/2237-4876.2024v27n1p68-82

PIBID

impacts, meanings and perspectives in teacher training at a multi-campus HEI

Authors

Luiz Penido Montes Claros State University https://orcid.org/0000-0002-4673-9682

DOI:

https://doi.org/10.5433/2237-4876.2024v27n1p68-82

Keywords:

PIBID, formação docente, ensino

Abstract

Teacher education has proven to be, in recent decades, a sensitive issue for universities and other educational institutions. The debate on teacher education involves issues such as the need for professionals that are suited to regional demands and attentive to the challenges as a result of technological advances, the political formation of these professionals, which is aimed at overcoming intransigence; the indispensable relationship between university and basic education and the insertion of professionals in meaningful programs. Therefore, we ask ourselves, based on data collected at a public university: what have been the real impacts of special programs such as PIBID on school practice in basic education? How do the subjects involved in this process understand their actions? What are the necessary practices in the teacher training process? In this sense, we will turn to authors in the area of language and education to support our discussion in qualitative research, carried out through content analysis, based on the reports of three basic education teachers, five pibidians and two institutional PIBID coordinators. The analyzes carried out so far point to a significant impact of the program to these subjects, demonstrating the need for more public policies focused on the topic.

Author Biography

Luiz Penido, Montes Claros State University

Graduado em Letras (2006), mestre em Estudos Literários (2010) e doutor em Literatura Comparada pela Universidade Federal de Minas Gerais (2014). Atualmente é professor efetivo da Universidade Estadual de Montes Claros. Atua em projetos de ensino (PIBID-Veredas do Letramento), de pesquisa (Poética-política em prosa experimental; Teorabilia: teoria, crítica e história no processo de formação dos estudos literários nos cursos de Letras da Unimontes; O livro de desassossego – a conversa infinita) e de extensão. É professor permanente do Programa de Pós-Graduação em Educação e do Mestrado Profissional em Letras da Unimontes. Ministra aulas em diversas áreas dos estudos literários com especial interesse pela filosofia da linguagem, teoria da literatura e crítica literária em interface, atualmente, com os processos experimentais de escrita em autores como Haroldo de Campos, Paulo Leminski, Raduan Nassar, Antonin Artaud, Raymond Queneau, Italo Calvino, Georges Perec etc.

References

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Published

2024-04-30

How to Cite

PENIDO, Luiz. PIBID: impacts, meanings and perspectives in teacher training at a multi-campus HEI. Signum: Estudos da Linguagem, [S. l.], v. 27, n. 1, p. 68–82, 2024. DOI: 10.5433/2237-4876.2024v27n1p68-82. Disponível em: https://ojs.uel.br/revistas/uel/index.php/signum/article/view/49450. Acesso em: 22 jul. 2024.

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Issue

Vol. 27 No. 1 (2024): PIBID, ProfLetras, and PRP: impacts and challenges of teacher training public policies in Language and Literature teaching

Section

Article

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