O PIBID na constituição da identidade docente e do professor formado em Pedagogia : uma balanço do conhecimento no GT8 da ANPED

Abstract

This study brings elements about the production of knowledge from PIBID (Institutional Program for Teaching Initiation), making an excerpt on the constitution of the identity of teachers and teachers trained in pedagogy. The object of study of the research is: “PIBID in the constitution of the identity of teachers and teachers trained in pedagogy. We bring as a central question: how has the production of knowledge about PIBID been reflecting the constitution of the identity of teachers and teachers trained in pedagogy? In order to answer this question, we present as a general objective of the research: to identify, from the survey of PIBID's knowledge production in the Annals of National Scientific Meetings in GT8 of the National Association of Graduate Studies and Research in Education - ANPEd, how the constitution of the teaching identity and of the teacher trained in pedagogy is being studied; and as specific objectives: to conceptualize teaching identity; historically contextualize the origins of PIBID and its development up to the present day; survey and catalog the works produced in GT8 of ANPEd that address PIBID; discuss the constitution of the identity of teachers and teachers trained in pedagogy based on the relationship with PIBID. With a qualitative approach, we carried out a bibliographical and documental research, having as a source the normative public notices of PIBID and the website of ANPEd. From the ANPEd website, a balance of knowledge was carried out in GT - 8, Teacher training, about the object of study. Eight studies that deal with PIBID were raised, thus, the research brings, from the content analysis, elements that help to think about how the PIBID has been reflecting the constitution of the teaching identity and of the teacher trained in pedagogy. As a theoretical foundation, we analyzed the legal framework of PIBID, in addition to theorists such as Anderi (2017), who analyzed the said program; and studies by Shiroma (2005), Silva (2011; 2016), Dourado (2011), Gallo (2009), Brzezinski (2009), Pimenta (2012) and Saviani (2008). The results showed us that the initial training of academics who were part of PIBID allowed a closer relationship between university and school, between theory and practice, however, we infer that the production of knowledge about PIBID has been reflecting the constitution of the teaching identity and of the teacher trained in pedagogy, admitting the practice as a central element, since the emphasis given, in the texts analyzed, is in the practical dimension and in the professional insertion aimed at the labor market.