RELATOS DAS EXPERIÊNCIAS VIVENCIADAS NO PIBID E NO PROGRAMA DE ALFABETIZAÇÃO, TEMPO DE APRENDER, POR ACADÊMICAS DE PEDAGOGIA DE UFMS, DE AQUIDAUANA, MS.

Abstract

This article aims to report experiences lived in a school unit in the rural area of the municipality of Aquidauana, state of Mato Grosso do Sul, through the program time to learn and report experiences lived in PIBID (Institutional Scholarship Program for Initiation to Teaching). The school unit observed through the Tempo de Aprendir program is located in the district of Piraputanga, where the educational process takes place whose purpose is to improve the quality of literacy in all public schools in the country and the reports of PIBID experiences took place at Escola CMA Emília Alves Nogueira, in Aquidauana. Therefore, the research sought to verify whether there are learning difficulties among school students in the literacy process, observing the obstacles that teachers face in literacy classrooms and identifying issues that are linked to public policies related to education for this type of school organization. , seeking to answer the following question: does the school as a social institution seek to actually carry out the literacy process? The results indicate that PIBID has contributed significantly to learning. Time to Learn, as a literacy program, also improves the quality of literacy. We conclude that there are vulnerabilities, as not all directors understand the programs and fail to participate, causing a lack of effective practices by pedagogy students with basic education students.