A formação do pedagogo(a) no contexto do PIBID

Abstract

The present work is part of the Programa Institucional de Bolsas de Iniciação à Docência (PIBID), subproject Pedagogy/Initial Years of the Federal University of Santa Maria (UFSM). The objective is to understand the contribution that the work developed by the PIBID/Pedagogy/Initial Years grant holder brings to the initial formation of the pedagogue, with a view to school management. The research is characterized as qualitative, of the type Observational Case Study (BOGDAN; BIKLEN, 1994), and has as instrument of data acquisition participant observation, the oral and written reports of the grant holders group. As a theoretical option to base this study, we chose the authors RAMOS, FERNANDES and SARTURI (2012); LIMA, SARTURI AND SILVA (2018); FREIRE (2002; 2005); GADOTTI (2003); VIEIRA (2002; 2007); DOCUMENTOS LEGAIS (BRASIL 1988, 1996); PARO (2005); and NÓVOA (2011). As a result, it was verified that the work developed in the PIBID/Pedagogy/Initial Years enables grant holders to reflect-action-reflection (RAMOS; FERNANDES; SARTURI, 2012) about the reality lived and, therefore, contributes significantly to the initial formation of the pedagogue. Wherefore, it is concluded that it is possible to characterize the PIBID/Pedagogy/Initial Years as a potentiator of formative experiences, therefore since it encourages in all the participants the understanding of the importance of a management based on the dialogue, the participation, the definition of roles within the team, building links between the group, schools and university.