Políticas públicas para a formação inicial de professores no Brasil e o Programa de Bolsa de Iniciação à Docência: concepções e perspectivas.

Abstract

Since the 70's of the twentieth century, a lot has been done in a qualitative construction of the initial teacher training. The main focus of the debates has been on the model of how this process has evolved, seeking to bring theoretical and methodological practices closer to experience. For this to become possible, public policies due to the advance of this initial formation were being built. Among these policies, the Institutional Program for Teaching Initiation Scholarships (PIBID) was created and brought important contributions, especially when in its proposal it inserts university students since the beginning of the course in the school teaching environment, promoting an increasingly training integrated and qualitative.