Contribuições do PIBID à formação da identidade docente dos professores de biologia: uma pesquisa bibliográfica

Abstract

The Institutional Teaching Initiation Scholarship Program (PIBID) is an incentive policy for the training of teachers in Basic Education. In this research, we sought to understand the influence of PIBID on the academic and professional growth of the Licentiate in Biological Sciences students through bibliographic research. To reach the general objective, the specific objectives were outlined: to identify the contributions of PIBID to the construction of the teaching knowledge of Biological Sciences students; to analyze which objectives of the PIBID are being achieved, especially from methodological experiences and teaching practices of an innovative nature and to overcome problems identified in the teaching and learning process; to raise what are the main difficulties perceived by academics in their practice of initiation to teaching in schools. For this, the study was based on the following question: What are the contributions of PIBID to the initial training of teachers of the Licentiate in Biological Sciences? Bearing in mind the nature of the problems to be unveiled, and for working with qualitative data, we opted for qualitative research, of a basic nature, of a descriptive nature. The investigative corpus of the study consisted of the literature related to the subject of study, indexed in the following databases: Brazilian Digital Library of Theses and Dissertations (BDTD), Coordination for the Improvement of Higher Education Personnel (Portal de Periódicos CAPES), SciELO (Scientific Electronic Library Online) and Google Scholar (Google Scholar). For data collection, bibliographic research was adopted, the investigation is also characterized as documental research. Therefore, in the treatment of data, the content analysis method was used. From the analyses. Therefore, it can be said that PIBID contributes to the initial training of teachers, providing the articulation between theory and innovative practices, favoring the construction of the professional and teaching identity of Licentiate students.