ABSTRACT:
In this article we aim to analyze how the guidelines of the Institutional Program of Teaching Initiation Scholarship have been developed and interpreted by different subjects in the training and professional performance of teachers supervising Basic Education. For that, we conducted semi-structured interviews with 18 teachers (coordinators, collaborators and supervisors) and 48 students from four PIBID subprojects of a Brazilian Federal University between 2013 and 2014. Among other aspects, the results indicate that, while there are teachers who take the PIBID as a space for training and collaborative work, contributing to their professional development and the learning of the undergraduates, there are also those who do not commit themselves to the objectives of the Program, do not consider it as a training space, and contribute little to the training of students.
Keywords:
Teacher training; Teaching Initiation Program; School-University Integration