Potencies from initiation to teaching: PIBID, PRP and the insertion of teaching undergraduates in professional contexts

Abstract

This article is the result of a research that deals with the potentialities of initiation to teaching for the insertion of undergraduate students in professional contexts in Elemental Education. Situated in a contrastive methodological approach, with a qualitative nature, the investigation raised recurrent units of meaning in the testimonies of 48 scholarship students to understand formative experiences that occur in the Pedagogy course at the Federal University of Bahia, between 2018 and 2020, within the scope of the Teaching Initiation Scholarship Institutional Program (Programa Institucional de Bolsas de Iniciação à Docência – PIBID) and the Pedagogical Residency Program (PRP). The focus of interpretative analysis was turned to the senses, meanings and experiential knowledge produced and powered by students in their formative processes. The research started from the presupposition of teacher training as a continuous and experiential process and, therefore, indicates that the initiation to teaching, made possible by the referred programs, should not be considered a hermetic moment of the formative pillar. As results, it is pointed out that the initiation to teaching proved to be potent for the professional insertion, as it contributes to the construction of the teaching professionality, favoring formative experiences based on knowledge developed in the exercise of teaching and in the relations between university and school, in addition to the construction of principles, values and conceptions of education. It is concluded that, in spite of omissions regarding the conception of teacher education, such programs provide concrete situations of production and engagement of knowledge about the school reality, based on the reflection-action about/within educational practice, important aspects for the professional insertion of /a pedagogue in Basic Education.