THE IMPORTANCE OF PIBID SCHOLARSHIP HOLDERS IN TEACHER TRAINING IN SPECIAL EDUCATION Daniele Constante Lemos, Geovana Fernanda Silva Zatorre de Lima, Isabela da Cruz Pereira, Noemi de Lima, Thalita Cristina Capel, Marcia Regina Silva do Vale, Raphaela dos Santos Gonçalves, Camilla Santos Lima

Abstract

The Institutional Scholarship Program for Teaching Initiation (PIBID) represents a crucial federal initiative for the training and encouragement of future teachers, offering students the opportunity to engage in teaching practice early in their academic formation. This study aims to evaluate the importance and impact of PIBID within the school context, particularly for Special Education students. Through a practical approach that includes engagement with real daily school situations, PIBID scholars are enabled to add new knowledge and experiences to their future teaching career. The research specifically seeks to identify the challenges, doubts, and interdisciplinary practices associated with participation in the program, in addition to investigating how PIBID can support and improve teaching practice in Special Education. Adopting an exploratory methodology, the study employed questionnaires aimed at education professionals and scholars, intending to collect information on the relevance of participation in PIBID for teacher training. The focus is on highlighting the perception of practicing professionals about the contribution of the scholars to special education, as well as the transformations in teaching practice resulting from the experience in PIBID. Conducted with 24 students from UNISANTA/EAD and teachers from Specialized Educational Assistance (AEE) classrooms of the Santos City Hall, the research revealed significant insights about the role of PIBID in the training of teachers in Special Education. Moreover, the contrast in teacher training before and after the program's implementation was explored, evidencing its positive influence for both scholars and the professionals and students involved. In conclusion, this study emphasizes the importance of PIBID in preparing more qualified educators adapted to the demands of Special Education. Through field research with program participants and teachers from the municipal schools of Santos/SP, the analysis highlights the significant contribution of PIBID to the improvement of pedagogical practices and the enrichment of the teaching experience.