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Scholarship for Teaching Initiation Institutional Program (PIBID) outstands for giving opportunity of teaching experience to undergraduate students. In this sense, the purpose of this research was to identify the impacts that UFSCar PIBID subproject of Special Education undergraduate course has or had over the teaching practice, according to the perception of special educators in their first years of career. 19 egresses majored in Special Education at Federal University of Sao Carlos (UFSCar) participated of this research. They were divided in two groups: G1, composed by 10 people who were members of PIBID and G2, composed by 9 people who were not members of PIBID. The study was characterized as descriptive and the tool used for data collection consisted of a questionnaire with open questions. The collection procedure was done through contact with the coordinators of Special Education undergraduate course and coordinators of UFSCar PIBID subproject. The data analysis was performed through content analysis. The results indicated that both groups demonstrated positive aspects in many projects and programs. However, in G1 it is possible to notice that the teachers highlighted that the experiences held through the access to PIBID are important in their current practice, as well as the collaborative teaching, which was not present in G2. About G2, it was possible to notice the internship experience as relevant to their practice, as well as daily learning during classes

Impactos do PIBID sobre atuação de professores egressos do curso de Licenciatura em Educação Especial