PIBID COMO EXPERIÊNCIA FORMATIVA E SUAS POTENCIAIS ARTICULAÇÕES COM O ESTÁGIO OBRIGATÓRIO: UM ESTUDO DE CASO DO SUBPROJETO LETRAS PORTUGUÊS/INGLÊS/ESPANHOL, DE AQUIDAUANA/MS

Abstract

This study aims to investigate the articulation between the Institutional Teaching Initiation Scholarship Program (PIBID) and the fields of teacher education, highlighting the program’s role as a fundamental formative experience in the construction of teaching identity. From the perspective of the students themselves, the study examines how the experiences in PIBID contribute to the development of pedagogical skills, familiarity with the school environment, and the construction of an initial teaching identity. The focus of the analysis was on the perceptions of current scholarship holders regarding their experiences and the potential of these experiences as preparation for the mandatory teaching internship and for choosing a teaching career. The research methodology adopted was quantitative and qualitative-descriptive, using an online questionnaire composed of open and closed questions as a data collection instrument. The results revealed how PIBID contributes to the field of teaching practice, influencing the development of skills, familiarity with the school environment, and permanence in the teaching profession. Furthermore, the study contributed to understanding the program’s impact, providing insights for improving teacher education and reflecting on one’s own formative trajectory.