Programa institucional de bolsa de iniciação à docência - PIBID: o estudo avaliativo na Universidade Federal do Pampa

Abstract

The current study is an evaluation of the public policy “Programa Institucional de Bolsas a Iniciação à Docência – PIBID” (Institutional Scholarship Program for Initiation to Teaching – PIBID) in the time range of 2015 to 2017 at the Federal University of the Pampa - UNIPAMPA, in their campuses where there are degree courses that partner up of the policy. This research is structured using the methodologies of Joan Subirats and Maria das Graças Ruas. Subirats presents three forms into evaluating a public policy, for this evaluation we will use the second form, entitled "Normative or brokerage evaluation". Ruas presents the formal evaluation scheme, with six proposals for evaluations, depending on the context and objectives of the studied policy. We will use the corresponding form "Matrix, structure or model evaluation". The main purpose of this evaluation is to analyze if there is the need to make any changes in order to better or improve the policy, program or project, using the procedure of searching for strong and weak points, and an intervention in public policy. The main proposal of this evaluation is to analyze whether the public policy objectives are being confirmed in practice in UNIPAMPA and its campuses. To get to the results, the used research technique was an anonymous questionnaire, with closed and open questions. The first one to understand specific details such as sex, age, campus of origin and ethnicity, and the second to acknowledge information in a dissertation form, in order to better expose the idea of the question by the beneficiary. All 5 groups of beneficiaries of the policy had access for responding to the questionnaire. The analysis is performed without sample space, that is to say, it is done with 100% of the questionnaires duly answered by the beneficiaries who chose to respond to it spontaneously, to a faithful scenario of analysis regarding the policy in question. It is concluded that all the objectives of the policy are being achieved in practice. There is a great encouragement for the qualification of teachers of the basic education network and appreciation for the teaching career. There is an increase in the quality of academic actions in the training of the students of the higher education network. There is a great insertion of the academics in the school environment promoting the integration between higher and basic education. And a great incentive in primary schools, turning them into protagonists and mobilizing their teachers as coeducators of the future teachers. The Program at UNIPAMPA has presented contributions to the academics such as: Improvement in their qualification; Exchange of knowledge between university and school; Comprehension of the contexts in which the school is inserted; Enhanced vision regarding teaching and the school community; Improvement in the obligatory internships; among others contributions. It offers contributions to the school community including: Improvement for students in the basic school network; Integration of the basic scholar community with the university; Improvement in the methodologies applied in the classrooms for the teachers of the school and Improvement in the school with the preparation of pedagogical materials, games, recreational and differentiated activities. The present evaluation states that the public policy has executed the 4 initial objectives in practice. Not only does it has lessened the distance between the academics from the school, but it also leads to quality continuous training for teachers of the basic education network.