The experience of applying the case study from the perspective of pibidians

Abstract

The Institutional Teaching Initiation Scholarship Program (PIBID) offers scholarships for teaching initiation and promotes communication between universities and schools, working to develop educational activities that assist in teaching and student learning. The program anticipates contact between future teachers and the classroom, so that they can experience this experience even before completing the course. The aim of this article is to understand how the experience experienced by PIBID scholarship holders – Chemistry subproject – at the State University of Santa Cruz during the application of Case Studies, contributed to the professional training of these scholarship holders. The case study was carried out in a state school in the city of Itabuna/Bahia, with third-year high school students aged between 15 and 17 years old. The school lacks adequate infrastructure, such as laboratories for practical chemistry classes, in addition to the lack of materials that could contribute to solving cases. Therefore, it is necessary to seek new methodologies, innovate and transform pedagogical practices in education, not only in the area of chemistry, but also in other areas of teaching. In view of this, research was carried out through a qualitative investigation, which was developed by executing a questionnaire applied to seven students and analyzed using a Discursive Textual Analysis. Given this, we created four categories, namely: First contact with the Case Study; Difficulties in application; Conducting Cases; and Positive and negative points in the use of cases. From these categories, it was possible to analyze the type of knowledge acquired in this experience, as well as the main challenges faced by Pibidians during the development of the Case Study.