The third Institutional Seminar of the Institutional Program for Teaching Initiation Scholarships (PIBID) concluded the current cycle of the program at Unesc with the presentation of experiences developed over the past two years and the launch of a publication that brings together part of the work produced by scholarship holders, teachers, and coordinators. Held on the evening of this Friday (October 2nd) at the Ruy Hülse Auditorium, the meeting gathered members from the different subprojects linked to the initiative.

With 240 teaching initiation scholarship holders, 30 teachers from the municipal and state networks of Criciúma, and 11 university professors, PIBID connects undergraduate students with the reality of public schools. "The experience enhances contact with teaching practice even during undergraduate studies and strengthens the relationship between basic education and higher education.

"The program contributes to strengthening teacher training and to the integration between basic education and higher education, university and public school, initial training and continuing education, as well as bridging theory and practice," emphasizes the seminar organizer and institutional coordinator of PIBID at Unesc, Ricardo Luiz de Bittencourt.

Experiences compiled in a book

One of the moments of the seminar was the launch of the book PIBID Unesc: Formative Paths in Motion, organized by Bittencourt. The publication brings together 21 chapters produced from the experiences lived during the two years of the program.

"The content records different formative paths developed by students and teachers in the projects linked to the program. The publication also documents practices built from the presence of undergraduate students in public schools. It is a book that narrates, in various chapters, the training process developed over the last two years through participation in PIBID," explains the professor.

Different areas of teacher training

At Unesc, the program includes subprojects in Literacy, Visual Arts, Physical Education, History, Language Arts, Mathematics, and Pedagogy in a structure that also includes an interdisciplinary proposal with participation from the courses in Biological Sciences, Geography, and Chemistry Education.

The joint action expands the possibilities for pedagogical experiences and allows different areas of teacher education to be present in the daily life of basic education. The program also featured representatives from the Regional Education Coordination of Criciúma and the Municipal Education Secretariat of Criciúma, partner institutions in the integration of students into public schools.