From the practicum as imitation to teaching as inquiry: PIBID in perspective

Abstract

The article discusses the Institutional Program for Teaching Initiation Scholarships (PIBID) as a milestone in teacher education, insofar as it requalifies the presence of pre-service teachers in schools by ensuring continuity, formative intentionality, and shared responsibility between the university and the school. It argues that the program tensions and expands logics historically associated with the practicum, often marked by observation and imitation, by framing teaching as inquiry, through which future teachers learn to read situations, make decisions, and assume responsibilities in real, heterogeneous, and unpredictable contexts. Within this horizon, students are encouraged to problematize everyday school life, produce records, and generate knowledge in the very process of insertion, repositioning theory and practice in a relationship of “productive contamination.” The reflection is also grounded in the organization of the dossier “PIBID as Public Policy and Social Right” and in the revisiting of reports from the subproject “Collaborative Work for the Construction of Inclusive Bodily Practices” (2015–2016), treated as evidence of learning forged in the interplay among planning, intervention, reflection, and the replanning of pedagogical work. By contrasting technical rationality and critical rationality, the text argues that PIBID strengthens communities of co-formation and produces formative effects across multiple directions, involving pre-service teachers, school supervisors, and coordinators, thereby reconfiguring practices, questions, and commitments. Finally, it emphasizes that the program politicizes teacher education by foregrounding teaching as a situated, ethical, and socially responsible act, reaffirming the public school and the university as formative institutions engaged in dialogue and shared responsibility, albeit with distinct roles and scopes.