O papel indutor do PIBID na inserção profissional de licenciadas em Pedagogia

Abstract

This dissertation, which adopts a qualitative approach, focuses on the inducing role of the Institutional Program for Teaching Initiation Bursaries (PIBID) in the induction into the teaching career. The research problem is defined as: how does PIBID contribute, through its inducing role, to the professional induction period of teachers who graduated from a Pedagogy program at a state university in Paraná? In this regard, the primary objective is to analyze the inducing role of PIBID in the professional induction of teachers who graduated from a Pedagogy course at a state university in Paraná. Based on this objective, the following specific objectives were established: a) to identify the main challenges faced by beginning teachers who were PIBID participants and graduates of the Pedagogy program at the State University of Ponta Grossa; b) to examine the characteristics and purposes of PIBID within the context of teacher education; c) to analyze the actions developed by PIBID participants that contributed to their professional induction. Drawing on Bourdieu’s (2003, 2007) concept of habitus, this study sought to understand how the experiences provided by PIBID are inscribed in the professional dispositions of graduated teachers, contributing to their entry into the teaching profession. Regarding the conceptualization of the beginning teacher and the investigation of induction processes into the teaching career, the works of Marcelo (2009, 2010), Perrenoud (2002), Huberman (1995), Papi and Martins (2010), Silva M. (2011), and Vaillant and Marcelo (2012) served as the primary theoretical references. Field research was conducted, involving the administration of questionnaires and interviews with the study participants. Based on the research findings, it became evident that the actions carried out by the subjects during their time in PIBID resemble actions developed in induction programs designed for beginning teachers during their professional entry. Much like these programs, PIBID offered a supervised transition environment where future teachers could experience school culture, plan and execute lessons under the mentorship of an experienced teacher, and collectively reflect on their practice within a supportive and collaborative space with their peers. Therefore, the data indicate that PIBID, integrated into initial teacher education, plays an inducing role in teacher training, highlighting its relevance as a policy for valuing the teaching profession. However, challenges in professional induction persist, related to structural issues within the teaching career rather than gaps in initial training. The participants' trajectories further reveal unique contributions of the Program regarding the material dimension through the scholarship; the democratization of access to formative capital; and the practical experiences of PIBID serving as a buffer against the pandemic context. Finally, regardless of participation in PIBID, there remains a clear need for professional induction programs that provide continuous support to early-career teachers.