SRB - CGEO - Livros

URI Permanente para esta coleçãohttps://repositorio.univasf.edu.br/handle/123456789/325

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Navegando SRB - CGEO - Livros por Assunto "Diálogo de Saberes"

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    PIBID e Residência Pedagógica: Diálogo dos Saberes no semiárido brasileiro
    (2026-06-02) Nóbrega, Pedro Ricardo da Cunha; Mendes, Natália Tavares do Nascimento Silva; https://orcid.org/0000-0002-9640-3351; http://lattes.cnpq.br/6947287718664579; http://lattes.cnpq.br/1457184029870347
    The book "PIBID and Pedagogical Residency: Dialogue of Knowledges in the Brazilian Semi-arid", edited by Natália Micheli Tavares do Nascimento Silva Mendes and Pedro Ricardo da Cunha Nóbrega, systematizes the rich formative experiences developed by Univasf between 2022 and 2024. This work reflects a collective effort to strengthen public education and both initial and continuing teacher training, supported by essential institutional and financial funding from CAPES. The central theme of the work is the "dialogue of knowledges" and immersion in the "school context", seeking to overcome knowledge fragmentation and link academic theory with daily practice. Through the integration of the Institutional Teaching Initiation Scholarship Program (PIBID) and the Pedagogical Residency Program (PRP), the authors propose a formative continuum that values the basic education teacher as a co-educator. Consisting of 17 chapters by various authors, the collection presents experience reports and qualitative research in fields such as Visual Arts, Geography, Sociology, and Natural Sciences. A recurring highlight is the implementation of the Contemporary Cross-Cutting Themes (TCTs) from the BNCC, which connect curricular content to issues of citizenship, the environment, health, multiculturalism, and digital technologies. The described practices include the use of active methodologies, such as building didactic herbariums, molecular models, and using cinema and social media as pedagogical tools. The results show qualitative transformations in the professional identity of undergraduate students and increased engagement of pupils in schools across Pernambuco, Bahia, and Piauí. This work reaffirms the public school as a powerful space for knowledge production and the university as a hub for critical, reflective, and socially committed training tailored to the reality of the Brazilian semi-arid region. It is essential reading for educators seeking innovative didactic paths grounded in critical hope.