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When I started my degree course in pedagogy, I realised that there were some gaps, such as a greater relationship between theory and practice, given that few subjects in the degree course make this connection. With the aim of experiencing the context of the school and making a link with academic theories, in 2014 I took part in the selection process for the Institutional Teaching Initiation Scholarship Programme (PIBID), believing that it would contribute to broadening my knowledge. During my participation in the programme, some questions arose, such as: How have the actions of PIBID in the school environment contributed to the continuing training and re-signification of the knowledge of the supervising teachers? The analyses showed that the Early Years Subproject promoted collaborative work, since the actions developed in its context were carried out jointly with all the participants. The activities developed changed pedagogical actions, re-signifying the supervisors' teaching knowledge.
About the author
Graduated in Pedagogy from the State University of Southwest Bahia, UESB - Jequié - BA (2017). Participant in the Pedagogy Subproject, Institutional Teaching Initiation Scholarship Programme - PIBID. Extension course in "Indigenous Education and Culture". Organised by ODEERE - UESB's Office for Education and Ethnic Relations.
