Teacher education started in
undergraduate courses is configured as the
defining moment, choices, involvement and
professional acceptance. It is also a period of
reflection and empowerment of educational
project that brings together educational,
methodological and cultural actions defined
and redefined in line with the political, social,
economic and cultural contexts of each
region, city and / or community. The result of
the activities is closely related to the teacher's
profile, which in their teaching everyday
action prints the marks of a training, ethical
principles and social commitment acquired and / or improved over the academic life and
training in society. The work entitled
interlaces of teacher training: experiencing
everyday school life through PIBID,
configured as a reflection on the Institutional
Scholarship Program for Initiation to
Teaching / PIBID, a project that promotes
coexistence and student learning in the
Training Centre Teachers - CFP UFCG -
federal University of Campina Grande-PB,
with partner schools. Considering the
importance of knowing the project we drew
purpose is to acknowledge the importance of
PIBID the training of teachers, graduate
student, reflect on innovation established in
the formation from the start teaching through
partnerships with elementary and high
schools. Regarding methodology, we seek
from the literature Pedagogy subproject
reflection, considering the discussion of
teacher education from light theoretical:
Alarcão 2003 Libâneo (2004), Guimarães
(2005), Freitas (2007), Ferreira (2007), among
others.
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