The insertion in teaching by graduates of pibid: from training to the challenges of professional life

Abstract

This work presents the results of a research that discusses the process of insertion in the teaching career by graduates of the Institutional Program of Teaching Initiation Scholarship - PIBID. We sought to know the perception of the investigated subjects about the contributions of PIBID to their training, asking about the learning and knowledge built, and experiences considered more significant. He was asked about the reasons why some did not enter the teaching profession, and about the contexts and working conditions of those who became teachers, seeking to know their first experiences as a teacher. The research was carried out through an electronic questionnaire, answered by 103 PIBID graduates who completed different degrees in four universities in Minas Gerais, between 2012 and 2018. The results show that the number of graduates who are working or have already been in the majority worked in teaching. The vast majority of those surveyed consider that PIBID contributed a lot to their training, and highlight the central aspects of learning from professional practice, such as knowing how to plan, evaluate, teach, develop innovative methodologies and learn about the reality of school culture, in addition to having constituted as a moment of identity construction and affirmation of the choice for teaching. Those entering the career recognize that they are experiencing a phase of discovery, associated with facing challenges and difficulties. The research confirms what has been pointed out by studies on early career, but it also allows us to recognize that training programs such as PIBID contribute to minimize the effects of the so-called “reality shock” and enhance experiences of discovering the profession.