THE CONTRIBUTION OF PIBID IN THE INITIAL TRAINING OF TEACHERS IN SPECIAL EDUCATION A PROJECT PERSPECTIVE BASED ON THE PERCEPTION OF SCHOLARSHIP HOLDERS Valdeci Valeriano Santos, Marcia Regina Silva do Vale, Raphaela dos Santos Gonçalves, Camilla Santos Lima

Abstract

The Institutional Scholarship Program for Teaching Initiation (PIBID) invites participants to immerse themselves in the school reality through a series of activities and projects linked to higher education institutions, thus providing a direct experience with various educational situations. This study investigates the relationship between participation in PIBID and the professional development of learners, based on narratives and reflections about their experiences within the program. The main objective is to analyze the impact of PIBID on the training, appreciation, and enhancement of future basic education educators, with a special focus on the scholars' perceptions of pedagogical practices in public elementary schools in the city of Santos - SP. Using an initial exploratory approach, the project resorted to bibliographic and documentary surveys to shape its theoretical framework, followed by data collection through structured questionnaires with semi-open questions, facilitated by the use of Google Forms. This methodology allowed for outlining an overview of the expectations and preliminary results of the study. Data analysis was carried out from a quali-quantitative perspective, complemented by a review of relevant literature, aiming to generate an informed debate about the current state and impact of PIBID on teacher training. The results demonstrate that PIBID offers undergraduate students a unique opportunity to experience the real school environment, actively participating in planning, seminars, development of educational activities, and project evaluation. Such involvement promotes continuous and reflective training on teaching practice, narrowing the connection between theory and practice and reinforcing the importance of applied knowledge in the classroom. It is concluded that PIBID plays a valuable role in teacher training, contributing significantly to their professional appreciation and preparation to face the challenges of teaching. Furthermore, the program supports participants in overcoming common problems in the educational process and motivates them to remain in the teaching career. It is important to highlight that PIBID also aims to elevate the quality of teaching in public schools, aligning with one of its central objectives. This study offers a glimpse, albeit partial, into the importance of PIBID in the training and appreciation of future teachers, pointing to its essential role in improving basic education in Brazil.