Contributions of the PIBID: Continuing Education - Re-signified Knowledge
The Contributions of PIBID to the Continuing Education of Supervising Teachers: A Look at Teaching Knowledge
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When I started my degree course in pedagogy, I realised that there were some gaps, such as a greater relationship between theory and practice, given that few subjects in the degree course make this connection. With the aim of experiencing the context of the school and making a link with academic theories, in 2014 I took part in the selection process for the Institutional Teaching Initiation Scholarship Programme (PIBID), believing that it would contribute to broadening my knowledge. During my participation in the programme, some questions arose, such as: How have the actions of PIBID in the sc...
When I started my degree course in pedagogy, I realised that there were some gaps, such as a greater relationship between theory and practice, given that few subjects in the degree course make this connection. With the aim of experiencing the context of the school and making a link with academic theories, in 2014 I took part in the selection process for the Institutional Teaching Initiation Scholarship Programme (PIBID), believing that it would contribute to broadening my knowledge. During my participation in the programme, some questions arose, such as: How have the actions of PIBID in the school environment contributed to the continuing training and re-signification of the knowledge of the supervising teachers? The analyses showed that the Early Years Subproject promoted collaborative work, since the actions developed in its context were carried out jointly with all the participants. The activities developed changed pedagogical actions, re-signifying the supervisors' teaching knowledge.
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