Contribuições do pibid/química da PUC Goiás na formação de professores

Abstract

The Institutional Program for Teaching Initiation Scholarship (PIBID) at the Pontifical Catholic University of Goiás (PUC Goiás), which started in August 2010, aims to enhance the training of undergraduate students and contribute to the improvement of public basic education in Brazil. This Final Paper (TCC) aims to carry out a documentary survey of the public notices and participants of the Chemistry undergraduate program, with the purpose of understanding how financial support and participation in the subprojects contributed to the training of future teachers between 2010 and 2024. Data was analyzed regarding the number of scholarship holders, school-field supervisors, area coordinators, and the institutional coordinator, as well as information about the incoming and graduating students until July 2024. Data extracted from institutional reports and the General Academic System (SGA) revealed a decrease in the number of incoming students over the semesters, with the lowest number recorded in the 2023/1 semester (only one incoming student). A high dropout rate (66.7%) and a low graduation rate (30.3%) were also observed. The implementation of PIBID, together with the Social Entrance Exam (Vestibular Social), was an attempt to reduce the effects of this low demand by offering financial support to students. Although the low demand for the course led to a reduction in the number of scholarship holders, directly impacting the training of new teachers, PIBID has proven effective in maintaining students and facilitating course completion. Since 2010, the program has supported 146 PIBID scholarship holders, of which 92 (63%) graduated, 40 (27.4%) did not complete the course, and 14 (9.6%) are still enrolled. These data indicate that PIBID has contributed positively to student retention and graduation rates. Although the program allows students to approach the school reality and develop their professional practice from the beginning of the course, PIBID does not, by itself, guarantee that participants will become teachers. The study revealed that, after graduation, 28.3% of graduates are working as teachers, 32.2% as chemical analysts, 33.7% changed fields of work, and only 5.4% are pursuing postgraduate studies. Nevertheless, it is undeniable that PIBID has a positive impact on teacher education, with better graduation rates and a reduction in dropout rates. Additionally, the program provides financial support, offers valuable academic experiences, and strengthens the identity of undergraduates with their course, significantly contributing to the qualification of Chemistry teachers and, consequently, to the quality of education in the field.