PIBID : uma análise do seu potencial formativo para o desenvolvimento profissional de professores(as) do ensino superior das áreas de Ciências da Natureza

Abstract

The Institutional Scholarship Program for Teaching Initiation (PIBID) has been widely recognized as a Brazilian public policy aimed at enhancing teaching and learning processes in Basic Education, while also supporting pre-service teacher education and the continuing professional development of school-based supervisors. Despite its established contributions in these domains, limited attention has been given to its potential impact on the professional development of higher education faculty, particularly within the field of Natural Sciences. This study examines the formative potential of PIBID for university professors engaged in undergraduate teacher education programs in Chemistry, Physics, and Biological Sciences. A qualitative research design was employed, grounded in a systematic literature review conducted across major academic databases as such as CAPES, Oasisbr and ScieELO, and institutional repositories UFRN, UFPI, UFPE, UFPB, UFMA, UFC, UFBA, UFAL, UFS; in the Physics (DFCI), Biology (DBCI) and Chemistry (DQCI) departments of UFS at the Professor Alberto Carvalho campus; in addition to the Physics (DFI), Biology (DBI) and Chemistry (DQI) departments of UFS Professor José Aloísio de Campos campus. A total of twelve studies meeting the inclusion criteria were selected and analyzed through Bardin (2016) content analysis framework. The analytical categories were defined a priori, drawing on theoretical constructs of teacher knowledge as proposed by Pimenta (1999), Freire (2002), and Tardif (2014). The findings indicate that, although PIBID is not explicitly designed as a policy for higher education faculty development, it nonetheless promotes significant professional learning opportunities for teacher educators involved in mentoring pre-service teachers. Notable contributions include the (re)construction of experiential knowledge, the (re)construction of critical reflective practice, and the (re)construction of disciplinary, pedagogical, and curricular knowledge bases. Furthermore, participation in the program encourages the reconfiguration of conceptions related to teaching, research, and teacher education. At the same time, the analysis highlights structural and operational challenges that point to the need for program improvement.