INSTITUTIONAL PROGRAM OF SCHOLARSHIP FOR TEACHING PROCESS INTRODUCTION (PIBID) FROM UFGD GEOGRAPHY DEPARTMENT: LANGUAGES, PRACTICE AND TEACHING FORMATION PROCESS

• Main Authors: Silvana de Abreu, Adáuto de Oliveira Souza
• Format: Article
• Language: Spanish
• Published: Universidade do Estado do Rio de Janeiro 2016-10-01
• Series: Geo UERJ
• Subjects: política educacional; iniciação à docência; ensino e aprendizagem em geografia; alfabetização geográfica e linguagens.
• Online Access: https://www.e-publicacoes.uerj.br/index.php/geouerj/article/view/25825
• ISSN: 1415-7543; 1981-9021

doi: 10.12957/geouerj.2016.25825 The aim of this paper is to analyse the formative process of Geography teachers, considering new policies that have been created recently in Brazil. These policies aim to improve the teachers practical scope, which means an improvement in their formation and also in the formation of the student at the Elementary School years. In that way, we observe the results that were accomplished by the Institutional Program of Scholarship for Teaching Process Introduction (PIBID in Portuguese), program which was created as a Brazilian political action for the improvement of teachers' formation from the Elementary School. This program grants scholarships for undergraduated students at university, who are going to be supervised by professors who are managing these projects. Moreover, this program awards scholarships for other supervisors (teachers) from the Elementary Schools in order to encourage the link between the schools and these projects. These academics from the university experience the schools' issues and challenges, the student formation reality outside school, as well as the school schedule planning process. Through the PIBID/Geography/UFGD, the profits of the future teachers' formation are highlighted by the experience of the activities. These activities show the understanding of new knowledges, languages and practices which aims the overcome of the didactic book. Nevertheless, we are not pointing that the didactic book is a worthless tool. Moreover, these activities are allowing real gain to the development of learning processes (which are linked to the teaching area, the research scope, the social actions scope and the cultural area). Besides, these activities are really helping to find and share didactic alternatives for educational practices which could enable a better organization and evalution of the teaching and learning process. Another main aspect about PIBID/Geography/UFGD is its contribution for the teacher's work valorization and for a consolidate partnership between the Elementary School and the University.