INICIAÇÃO À DOCÊNCIA PELO PIBID/PEDAGOGIA: ALGUMAS REFLEXÕES FORMATIVAS EM UM CENTRO MUNICIPAL DE EDUCAÇÃO INFANTIL (CMEI) TERESINA-PI.

• DOI: https://doi.org/10.22533/at.ed.35924210513

• Palavras-chave: Iniciação à docência, Pibid, Curso de Pedagogia, Vivência formativa.

• Keywords: Initiation to teaching, Pibid, Pedagogy Course, Formative experience.

• Abstract: It is important to state that PIBID's participation in initial training in undergraduate courses provides the opportunity to learn how to teach, through concrete experiences of and in the teaching profession, as well as the opportunity to think about projects and teaching situations under the supervision of teachers in the teaching space. classroom, with the purpose of contributing to the advancement in the quality of teaching and learning throughout the course of the Degree in Pedagogy. This objective text presents reflections on the formative experience followed at PIBID to initiate teaching, highlighting pedagogical activities and teaching situations as experiences at the public Municipal Center for Early Childhood Education (CMEI) in the city of Teresina (PI). This work presents an experience report in the context of the classroom mediated by Pibid. To this end, it will be theoretically based, that is, this text presents a bibliographical research. The Institutional Teaching Initiation Scholarship Program (PIBID) provides undergraduate students with the opportunity to experience how the routine works in public schools in order to get closer to the teaching experience process sooner. It can be observed in the classroom we follow that the teaching methodology is aimed at student learning based on planned and executed projects with a focus on building reading and writing skills. In this sense, we are confirming through PIBID that teaching requires being a conscious, responsible professional and mediator of knowledge with a focus on the humanization of the human being in a transformative conception.