Influences of PIBID in concept and effectiveness of quality in education

Abstract

Delineating ways to ensure the right to quality in education necessarily implies thinking from its conceptual configuration to its pragmatic perspective, that is, quality as a concrete social practice. In this direction, and in view of the plurality of meanings conferred to quality in the educational field, this article presents one of the possible perspectives for understanding this theme, both necessary and complex. Against the background of the assumption that the qualification of teacher education is a fundamental condition for raising school performance, and as a theoretical reference the studies that substantiate the concept of reflective teacher, the influences of the PIBID program in the conception are described and analyzed. and in the effectiveness of quality in education, based on the study of official documents about the program and the reports of fellows from a sub-project of Pedagogy. As one of the main conclusions, the research reveals the existence of a concept of quality evidenced in the daily development of students, in the incorporation of a set of skills that transcend the indicators of external evaluations, and in the transformation of the practices of teachers and future teachers.