A política de formação de professores através do Programa Institucional de Bolsa de Iniciação à Docência (PIBID)

Abstract

Teacher training constitutes a task of paramount importance for Higher Education Institutions (IES), being a government policy at different levels, as well as part of educational programs, with special emphasis on National Education Plans. When referring to teacher training is possible to identify the initial training, that due to graduation and continuing education that occurs during professional career. In the context of improvement and enhancement of teacher training, it has been the Institutional Program Initiation Grant to Teaching (PIBID) that is characterized as an educational innovation it provides opportunities to teacher education of undergraduate degrees in such a way as to allow, in initial training, an effective approach to basic education. In this sense, the present study aimed to analyze the teacher training policy through the Institutional Program of Introduction to Teaching Exchange. Specifically sought to characterize the subproject PIBID Social Sciences Bachelor of UFSM. In the investigation that allowed this article we used the research literature, documentary and field research, listening to the coordination of PIBID Social Sciences of UFSM and a student/fellow.