PIBID e a formação de professores: caminhos legislativos e dinâmicas institucionais na PUC Goiás.

Abstract

The Institutional Teaching Initiation Scholarship Program (PIBID) was initiated as a public policy for teacher training in 2007, modifying the structure and competencies of the Coordination for the Improvement of Higher Education Personnel (CAPES) with the aim of improving the quality of Brazilian public basic education. Over the years and with the publication of public notices available for proposals by universities, the program has undergone several significant modifications, oscillations in its continuity and discontinuity, causing it to be strengthened or weakened, and consequently, causing instability in the quantity and quality of actions by scholarship holders and those involved. This research analyzes this legislative path, the distribution profile of vacancies based on each available notice, the behavior of the distribution of these vacancies at PUC Goiás and the contributions of the program to teacher training through the analytical treatment of raw data from ordinances, notices and reports made available by the Ministry of Education (MEC) through the CAPES portal correlated with the organizational movement of the institution and the participants of the subprojects, outlining parameters that can help to highlight the differential for initial teacher training.