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This article analyses data collected for a research on a project based on the partnership between university and primary school. This program endorses teachers’ training opportunities by providing Scholarship Programs for Teaching contexts (PIBID) - proposed by CAPES. We have focused on the actions developed in this project, aiming at scrutinizing the investigative measures which take place during interventions and mediations between supervisory teachers and undergraduate students. Methodologically, it was established a case study. In order to sustain our positions, we have resorted to the theoretical assumptions built by the studies of Cochran-Smith & Lytle (1999) and Zeichner (2010), sought to discuss the influences of PIBID. The results show that to promote closer ties between university and school - findings highlight the need to provide spaces and opportunities to discuss and problematize teachers’ work and pedagogical choices. To sum up, PIBID program enhances good learning/professional opportunities for new teachers (undergraduate fellows). This learning encompasses the indivisibility of theory and practice.

formação docente

Parceria universidade–escola básica e a aprendizagem da docência: contribuições da relação entre os professores supervisores do PIBID e os licenciandos Bolsistas