Experiences in the initiation to teaching: looks of former pibidians and former residents of natural sciences

Abstract

The objective of this study was to evaluate how the experiences of initiation to teaching contribute to the academic-professional training of undergraduate students in Natural Sciences. Specifically, describe how the Programa Institucional de Bolsas de Iniciação à Docência (PIBID) and Programa de Residência Pedagógica collaborate for the initial training of teachers. The subjects of this study were 11 ex-Pibidians and former residents to whom 9 of these participated in both programs and the remaining 2 only from PIBID, who answered an online questionnaire, which aimed to identify the profile and impact of the programs on their training. As for the results, the expectations of the undergraduates were to obtain pedagogical experiences centered on the school environment, as well as the possibility of relating theory and practice. Most undergraduates highlighted the pandemic as a major hindrance to their experience as a resident or Pibidian, given the limited contact with students and difficulties in using technology. Finally, it was perceived the need for a greater relationship between the university and the community, in addition to the importance of more than one supervising professor in the administration of the activities of both programs.