The formation of the teachers at Pibid: new practices, new challenges

Abstract

This essay has as its goal the reflection about how is developed the proposal that refers to the formation of the Institutional Program of the Initiation of Teaching Scholarship (Pibid) at the University Federal of Rio Grande (Furg). For the theoretical support, it is used the ideas of Diniz-Pereira (2008) that defend the articulation between the university and the school in order to prepare new educational professionals in an academic-professional of formation movement, Galiazzi and Moraes (2013) and Brandão (2015) that believe in a teaching formation proposal based on learning communities. Furthermore, it is mentioned the characteristics of the program and an overview of its development at Furg. It is also presented a fraction of the subprojects Mathematics and Interdisciplinary and how their actions contribute for the formation of the teachers and undergraduated students. Hence, not only the university but also the school and the community, are achieved by the positive impacts of Pibid, which collaborates to promote academic and vocational training through action-reflection-action, linking theory and practice from the room class to the undergraduate courses.