PIBID AS A TEACHER TRAINING STRATEGY Bárbara Marani Boucalt, Mayara da Costa Silva, Camille Cristine Gomes Nazaré, Marcia Regina Silva do Vale, Raphaela dos Santos Gonçalves, Camilla Santos Lima

Abstract

This study aims to explore the contribution of the Institutional Teaching Initiation Scholarship Program (PIBID) to teacher training in the current context, marked by challenges brought about by the pandemic. Through a qualitative-quantitative approach, the project engages undergraduate scholarship holders with the aim of evaluating the importance and effectiveness of federal teaching initiatives in the development of future educators. Using structured questionnaires, which cover demographic and evaluative questions, this study initially focuses on 48 students from PIBID Unisanta. The results highlight challenges such as the practical inexperience of future teachers, but also indicate the potential of PIBID to offer a realistic vision of the school environment and to prepare them more effectively for teaching. Notably, the inclusion of the degree in Special Education in this edition of the program highlights the importance of training qualified teachers to meet the needs of students with disabilities, contributing significantly to the debate on teacher training. The findings suggest that special education, in particular, provides valuable insights for improving teacher training. Furthermore, the research points to innovation in History teaching practice, highlighting the role of PIBID in promoting alternative and effective teaching methods. This study promises to offer valuable insights into how to improve teacher training in Brazil, highlighting the need for more substantiated and differentiated approaches to meet the demands of the 21st century.