Reflecting About PIBID in Times of Deprofessionalization Teacher
DOI:
https://doi.org/10.18675/1981-8106.vol26.n51.p167-182Keywords:
formação inicial de professores, desprofissionalização docente, PIBIDAbstract
The paper discusses the current context of teaching in the country, highlighting the difficulties faced by teachers in the exercise of their profession, generated by educational policies geared to external evaluations. Given this, many teachers have felt the loss of autonomy and professional identity, resulting in the teaching deprofessionalization phenomenon. The objective is to reflect on public policy to encourage initial teacher education, the PIBIB (Institutional Program Initiation Purse in Teaching), in the current context of teaching deprofessionalization. For this, we present a theoretical reflection based on Françoise Lantheaume, Claude Lessard, Christian Maroy, Marli André, Bernadete Gatti, Dalila Oliveira, Isabel Lelis, among other authors. It points out that the PIBID, although it is a policy linked to the Education Development Index (IDEB), can promote the initial training of teachers in a critical perspective. Keywords: teacher deprofessionalization; initial teacher training; PIBID
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