A look at PIBID as a public educational policy in teaching training
DOI:
https://doi.org/10.22481/rg.v3i1.5377Keywords:
Teacher Formation, Pibid , Teory and practiceAbstract
The present article has the objective of analyzing the Programa Institucional de bolsas de Iniciação à Docência (PIBID) subproject of Geography, in order to understand the contributions of the program to teacher education. We sought to analyze the relationship between theory and practice and the innovations that the program provided. It was necessary to problematize the teacher training, seeking to understand the educational framework of Brazil, analyzing the transformations and the context in which they are inserted, initially starting with an analysis of educational public policies geared towards teaching. The conclusion is that the PIBID subproject of Geography contributes to the teacher formation, through the relation theory and practice of the program while maintaining a direct contact with the school environment.
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