A iniciação à docência no PIBID e Residência Pedagógica na perspectiva dos licenciandos de Pedagogia

Abstract

This research aimed to analyze how the formative experiences of scholarship students who worked in the early years of elementary school in schools in the municipality of Humaitá, Amazonas, developed. The research, of a documentary nature, analyzed six reports produced between 2022 and 2024 within the scope of the PIBID and the Pedagogical Residency of the Pedagogy Course at IEEA/UFAM. The data were examined through content analysis, allowing the identification of formative perceptions, pedagogical practices, and challenges experienced by the undergraduate students, as well as the contributions of the programs to their teacher training. The analysis of the PIBID and Pedagogical Residency reports showed that the scholarship recipients developed actions that strengthened both their teacher training and the learning of students in the field schools. In the Pedagogical Residency, activities such as reading circles, text production, syllabic games, and scientific experiments articulated theory and practice, stimulating orality, writing, creativity, and investigative thinking. In the PIBID program, individualized support, literacy practices, text interpretation, and the creation of reading spaces stood out, promoting significant advances in students' reading and writing skills. The experiences in both programs developed professional competencies, autonomy, and critical reflection, contributing to the construction of teacher identity and a qualified insertion into pedagogical practice. Therefore, the results show that active methodologies, playful practices, and interdisciplinary approaches enhance learning and strengthen the link between university and public school.