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Item Lendo o mundo, lendo fake news: as relações entre educação e comunicação(Universidade Federal de Goiás, 2021-04-26) Pereira, Yago Guilherme Rosa; Ribeiro, Miriam Bianca do Amaral; Ribeiro, Miriam Bianca do Amaral; Gomide, Cristina Helou; Real, Márcio Penna CorteThis work presents a study on the reading of the world and its influence on the reading of Fake News. To do so, we will focus on Paulo Freire's discussions regarding Communication Theory, as well as seek to analyze two Fake News produced in 2018, at the time of the presidential elections. We aim to study the theoretical-methodological formulations of Paulo Freire in the theoretical elaboration of Pedagogy of Communication. We track and analyze Freire's contribution to the construction of the theoretical-critical apparatus from which they manage to find a concept for the elaboration and confrontation of Fake News. The path that we built in this research started from the analysis of Paulo Freire's works, especially the Pedagogy of the Oppressed; Extension or Communication. Based on the selected works, we carried out a bibliographic research, with analysis of the sources. As a methodological approach, bibliographic research was the initial step for the survey of reference works in communication pedagogy and then we treated the selected fake news as an analysis documentary.Item Comportamento verbal e relação terapêutica: reflexões a partir de um estágio de psicologia na modalidade online(Universidade Federal de Goiás, 2021-04-28) Rocha, Alice Mamede; Silva, Ana Idalina de Paiva; Silva, Ana Idalina de Paiva; Cunha, Olivia Rodrigues daItem O significado da entrada e permanência de estudantes indígenas nas universidades públicas Brasileiras – “programa de índio” é estudar: a UFG em questão(Universidade Federal de Goiás, 2021-05-14) Karajá, Vanessa Hãtxu de Moura; Gomide, Cristina Helou; Gomide, Cristina Helou; Tamaso, Izabela Maria; Baptista, Jean Tiago; Ribeiro, Miriam Bianca do AmaralThe work of this course; in conclusion, aims at reflecting and analyzing the Indigenous presence at the University level and at demonstrating the importance of the Indigenous epistemologies of Brazilian Indigenous peoples. In this way, the title refers to the process of Indigenous people in the academic space that involves knowledge and factors that influence their permanence or evasion. From this perspective, the present work is structured within the introduction and the two chapters. In the introduction, the trajectory of the author is the guiding thread to reflect and analyze the presence of Indigenous students at the University. The first chapter seeks to understand the meaning and implications of the University for the Original. peoples and the different concepts about the Indigenous and non-indigenous science. The second chapter highlights the “UFGInclui Program” implemented at the Federal University of Goiás in 2008; it exposes, to the Indigenous students, how to enter and the strategy to remain or to evade this program. Methodologically, this research is configured as a qualitative approach. It uses as a tool for data collection the literature review and the analysis of publications by Indigenous and non-indigenous authors, but prioritizing the former. Lastly, it emphasizes that “Programa de Índio” is to study! To claim our original rights is to fight and to remain as a force of RESISTANCE.Item A BNCC de 2019: leitura crítica da área de ciências humanas nos anos iniciais do ensino fundamental(Universidade Federal de Goiás, 2021-05-17) Silvério, Lídia Fernandes; Gomide, Cristina Helou; Gomide, Cristina Helou; Ribeiro, Mirian Bianca do Amaral; Fernandes, RuskaiaThis work aimed to understand the final proposal of the BNCC, for the area of human sciences, in the Early Years of Elementary Education, based on reflections on the fundamental categories of Human Sciences and the role of the Law in the history of the Brazilian Nation. Thus, he proposed to present reflections and analyze the fundamental categories of Human Sciences, presenting the construction of our notion of history in Brazil and the creation of the humanities curriculum since the 19th century, discussing through a critical reading of BNCC as Public Policy in Brazil. For the generation of research data, a qualitative methodological approach was used, which was based on the bibliographic debate. Therefore, it was found that although the BNCC appears as a new proposal for curricula, with regard to the humanities, it still carries (between the lines) elements of an ideal of nation that has been reissued.Item Escola pública como patrimônio imaterial(Universidade Federal de Goiás, 2021-05-27) Moreira, Diogo de Assis; Pietrafesa, José Paulo; Pietrafesa, José Paulo; Gomide, Cristina HelouThis course conclusion work, entitled “Public School as Immaterial Patrimony”, was born out of concerns raised in the discipline “Patrimony and Museum: problems for teacher training”. In the mid-twentieth century, the tendency to identify and preserve patrimony emerged, driven by the work of the French historian Pierre Nora (1989) - Les lieux de mémoire. The author draws attention to symbolic places that gave identity to a group, emphasizing the urgency of attributing or recovering its value. The research question that this monography has the task of discussing is: how to attribute value and recognition of the public school as an immaterial patrimony in a world dictated by ideological and hegemonic processes of the “globalization of perversity”. This qualitative research took place through a bibliographic survey, in order to better clarify the theme. The objective of this work is to make explicit the cultural and intellectual heritage also produced within this memorable space, the school, as something valuable and meritorious, a patrimony of immaterial nature. This work elucidates that the recognition desired here will not be achieved in a simple way, as these writings are insufficient to theorize and present effective solutions.Item Aspectos históricos da música e sua importância para a educação infantil(Universidade Federal de Goiás, 2021-05-27) Meloni, Carmen de Pina; Silva, Simei Araújo; Silva, Simei Araújo; Giraldi, Luciana Ponce BellidoAfter teaching as an auxiliary teacher at Centro Municipal de Educação Infantil (CMEI) and in a pre-school institution in Goiânia, the researcher noticed that music was not used as much as it should with 4 and 5-year-old children. As a result of that, the present work discusses historical aspects of the relevance of music for humanity’s cultural development. Music’s function and its modifications throughout time made the creation of a thematic project for children’s education possible. The researcher also tried to instigate professionals without any musical specialization to study more about its theoretic and methodological aspects, in order for them to learn more about the subject. The main goal of the bibliographical research was to stablish a relationship between musical historical aspects and the creation of an integral thematic project for children’s education, focusing on music and involving areas such as social and natural sciences, math and languages. This work proposes itself to explore different possibilities in sound production, encouraging teachers to reinvent their practice with music as well as helping children to identify new sounds, timbres, musical heights and intensities. Therefore, children can understand the importance of rhythms and sound and get motivated to listen to music and repertoires for their own age. The research indicates the many benefits brought by music in the school’s daily life. It also allows the development of many abilities in a growing child, giving them moments of pleasure, fun, sensibility, attention and concentration during socio-cultural and pedagogical activities.Item Formação e psicologia: a literatura comparece nessa relação?(Universidade Federal de Goiás, 2021-05-28) Ramalho, Vitória Sousa; Soares, Renata Leite; Soares, Renata Leite; Paranahyba, Jordana de Castro BalduinoThe present paper is composed of a bibliographic research in order to investigate, and question whether literature, in its formative aspect, could be a mediation in the relationship between psychology, and education. The research is guided by the theoretical framework of Historical-Cultural Psychology, based on Vygotsky’s production on Aesthetic Education, in which the author criticizes the prevailing conceptions of the mentioned education questioning its purposes. It also reflects on the relationship between art, and reality discussing the role of fairy tales in the referred education. In this work, we understand training equivalent to a process which takes place in the subject's relationship with the world, continuous, and that extrapolates educational contexts, not just in relation to professionalization. Training must unveil the contradictions of society, allowing the subject to make reflections and criticisms, leading him to autonomy. We recognize this concept of expanded and critical education as a great contribution resulted of a close look at Psychology can offer in its interface with Education. For this purpose, a bibliographic research was carried out in magazines whose central theme is Educational Psychology, with the goal of presenting and discussing what has been produced in the area in the last decade (2010-2020). It specifically analyzes how the theme of literature, as a mediator and trainer, has appeared in the educational psychology productions and how affectivity and imagination appear in this process. It was observed that the investigated themes appear in the productions found, however under different perspectives, and conceptions, which their implications in the educational field were discussed. Literature was discussed while a mediator in training and its powers of reflections, expressions, elaborations, and meanings, along with the limits, and dangers of instrumentalization, reductionism, moralization, and psychologization. We emphasize that this work intends to contribute with reflections in the field of Educational Psychology, not exhausting the subject, but proposing that the literature can attend and contribute to this field.Item Era uma vez... um bebê e seu livro: a contribuição da literatura e da literatura infantil para a formação humana dos bebês e crianças bem pequenas(Universidade Federal de Goiás, 2021-05-31) Santana, Samira Vieira Costa; Viana, Cynthia Maria Jorge; Giraldi, Luciana Ponce Bellido; Viana, Cynthia Maria JorgeThis paper aims to discuss, based on studies in the field, literature and babies, as well as prob- lematize the possibilities of mediation by families and teachers and reflect on the potential of literature, especially children's literature, in the human development of babies and very young children. This is a qualitative bibliographical research that is based on studies and references related to the theme and on theoretical sources that involve articles, books, and academic research. It is thought that the scientific production on this theme is an indication of its social and academic importance. The main references discussed in this work were the works "A casa imaginária: leitura e literatura na primeira infância", by Reys (2010) and "Problemas da literatura infantil", by Meireles (2016); and scientific articles, among them, “Literatura para a infância no jardim de infância: contributos para o desenvolvimento da criança em idade pré- escolar”, by Mendes and Velosa (2016). In order to understand the importance of literature in the lives of babies and the mediation of the family and educators, the paper is divided into two chapters: the first discusses the relationship between literature and human formation, outlining an overview of the history of children's literature and its role in the human formation of babies; the second chapter reflects on literary mediation for babies, based on contact with the family and the role of the teacher. Thus, this paper reflects on the importance and need for literature to be present in the lives of people from the earliest ages.Item Afrobetizar: personagens negros na obra de Kiusam de Oliveira(Universidade Federal de Goiás, 2021-05-31) Silva, Jaqueline Silvestre; Pietrafesa, José Paulo; Pietrafesa, José Paulo; Silva, Kellen Cristina Prado da; Souza, Érika Fernanda Pereira deThe title of this work is “Afrobetizar: black characters in the work of Kiusam de Oliveira”, it arose from the concerns of observing children's literature, which is such a present instrument in pedagogical work. It makes a brief historical outline highlighting the relevant points of the path that black people have taken in the history of Brazil, their obstacles to accessing education, structural and institutional racism, and how these issues reflect in the school context. Its main objective is to approach “afrobetizar” as a new concept of teaching-learning that involves Afro- Brazilian and African history and culture, with this new approach being a possibility of anti-racist education in practice. It has the specific objectives of understanding how racism affects education and reflecting on how children's literature interferes in the formation of readers in early childhood. The fact that few black characters appear in children's stories, it was noted that this approximates their absence in the books and/or reinforces stereotypes and bad conceptions of being black. On the other hand, the work seeks to highlight the importance of Kiusam de Oliveira as a black author, educator and creator of content that is relevant to overturning paradigms about black identity in childhood and combating racism. She portrays black characters positively in her work, and gives them protagonism and representativeness. Two works by the author were analyzed: the books The world in Tayó’s black power and The Akin's black power, both with black protagonists whose trajectories are marked by their curly hair in a black power hairstyle.Item Estudo sobre o comportamento alimentar durante a pandemia de COVID-19(Universidade Federal de Goiás, 2021-05-31) Barbosa, Carla Ramirez Albuquerque; Silva, Ana Idalina de Paiva; Silva, Ana Idalina de Paiva; Neves, Sônia Maria MelloItem O psicopedagogo na escola: espaço, papéis, tensões e perspectivas(Universidade Federal de Goiás, 2021-05-31) Cunha, Julia Ferreira da; Oliveira, João Ferreira de; Oliveira, João Ferreira de; Marques, Danielle Araújo FerreiraThis monograph, entitled "The psychopedagogist at school: space, roles, tensions, and perspectives", has as its object of study the psychopedagogist in the school context, being carried out in the Pedagogy course at the Faculty of Education of the Federal University of Goiás. The research objective was to analyze the psychopedagogist at school, observing their space of action, social and professional role, as well as the tensions and perspectives present in the field of Psychopedagogy, understanding this professional as a mediator in the process of learning difficulties. The methodology included the carrying out of documentary, bibliographical and empirical research, adopting a qualitative approach in the treatment and analysis of data. The empirical research was carried out through a semi-structured interview script with five psychopedagogues, being three Institutional Psychopedagogists and two Clinical Psychopedagogists. The interviews took place in the first semester of the year 2021. The interviewed subjects of this monograph effectively contributed to the result and construction of this work, being essential to outline and support this research. The theoretical foundation was given, above all, from the author Nádia Bossa and her commentators, who discuss and analyze the development process of Psychopedagogy, a field of action still under construction in Brazil. Bossa analyzes learning difficulties from a psychopedagogical perspective, showing the social, moral, affective, and scientific relevance of this professional, the psychopedagogue. The theoretical foundation was also based on several authors from the database of SciELO, PePSIC and Revista Psicopedagogia of the Associação Brasileira de Psicopedagogia. The analyzes produced led to a critical and reflective look at the learning process, within a psychopedagogical perspective. We went into legal aspects, in the processes of regulation of the psychopedagogist profession in progress, especially in the Legislative Power. As a result, we notice the lack of a professional who works directly on learning difficulties within schools, contributing to the reduction of dropouts and school failure. The psychopedagogist guides and dialogues with the family, the school, the teachers, and the student himself, who are the subjects of this process. The individual often does not understand the cause of a certain difficulty and, in this context, the psychopedagogue intervenes directly, seeking elements to contextualize and overcome learning difficulties, understanding that everyone can learn equally, without making any distinction.Item Educação e punição: análise do modelo pedagógico instituído nos centros de socioeducação juvenil(Universidade Federal de Goiás, 2021-05-31) Godoi, Leidiane Pereira de; Gomide, Cristina Helou; Gomide, Cristina Helou; Ribeiro, Mirian Bianca do Amaral; Fernandes, RuskaiaLe présent travail réfléchit sur la socio-éducation à partir d'une analyse du modèle pédagogique institué dans les centres de rééducation des jeunes à travers le règlement intérieur et le Projet Politique Pédagogique (PPP) des Centres Régionalisés d'Assistance Socio-éducative de l'Etat de Goiás. L'emprisonnement reste la principale réponse que la société définit comme un moyen de faire face aux problèmes liés aux adolescents et aux jeunes qui pratiquent un certain type d'infraction. Ainsi, il est entendu qu'un tel projet, à travers la forme d'éducation à laquelle ces sujets sont exposés, a l'attente d'intégrer ces sujets par l'hospitalisation. La manière dont se déroulera cette réinsertion est fondamentale pour la récidive ou non de ces sujets dans le milieu criminel. Ainsi, nous considérons comme problématiques les impacts et les responsabilités que l'éducation des adolescents et des jeunes qui ont commis un certain type de crime entraîne avec elle. Au vu des contributions apportées sur le thème, certaines lectures ont étayé la réflexion sur les centres socio-éducatifs, donc, parmi les concepts fondamentaux de ce travail, les concepts d'éducation, de discipline, de subjectivité, d'adolescence, entre autres, dont la base se trouve , sont mentionnés par les théoriciens critiques Michel Foucault (2018), Paulo Freire (1974) et Anna Freud (2006). La méthodologie utilisée est qualitative et bibliographique. Elle constitue ainsi le cadre théorique, les approches foucaultienne et freirienne, car malgré leurs différences conceptuelles, chacun, à sa manière, contribue à la réflexion sur l'éducation; leurs conceptions, leurs limites et leurs possibilités. Outre l'analyse bibliographique, des sources imprimées et disponibles en ligne ont également constitué notre champ d'investigation. Dans cet aspect, la présente recherche problématise le règlement intérieur des centres socio-éducatifs, ainsi que le projet politique et pédagogique: notre enquête présente non seulement ce qui est visible, mais cherche surtout à réfléchir sur le non-dit et le possible. motivations de cette dissimulation. Par conséquent, pour mieux expliquer cette discussion, le présent travail est divisé en trois chapitres. Dans le premier chapitre, nous avons développé ce qu'est un centre socio-éducatif et les contradictions présentes dans son règlement intérieur de Michel Foucault (2018). Dans le deuxième chapitre, la démystification des sujets qui intègrent le système socio-éducatif est discutée à travers une enquête sur le profil des sujets de ces centres socio-éducatifs dans l'état de Goiás et la compréhension de Freud (2006) sur le transformations à l'adolescence, et il est interrogé sur cette réalité à travers les appréhensions de Foucault (2018) sur la discipline du corps. Et enfin, dans le troisième chapitre, à partir de la substance théorique et empirique, le PPP des centres socio-éducatifs de Goiás est analysé.Item A importância da música na educação infantil: estratégias de ensino e aprendizagem(Universidade Federal de Goiás, 2021-06-01) Ferreira, Gesiel; Silva, Simei Araújo; Silva, Simei Araújo; Paula, Leandro Silva deThe present work aims to know some historical aspects of music recorded by humanity, as well as to demonstrate the importance and efficiency of musical and interdisciplinary activities in the pedagogical practice of early childhood education. Bibliographic research makes it possible to understand that reflections on the role of music in early childhood education go far beyond simple understanding as the Art of Sound and that it is present in the daily lives of people in all stages of life, awakening different feelings and emotions.We understand that music is an essential resource in the teaching-learning process in early childhood education, because it allows children to discover and be enchanted by knowledge in a fun, attractive and interdisciplinary way. However, we realized, as a music teacher, that this area of knowledge is not worked in the daily life of early childhood education through planning, with a view to address the various types of sounds, their tones and the demonstration of instruments. Often activities with music are worked unintentionally and randomly. Certainly, we realize that the teacher lacks musical training to encourage him to develop this work. From our point of view, music should assume the role of protagonist in the pedagogical scenario as a didactic resource in recreational activities such as games, games, rules of coexistence, and it also enriches pedagogical practice as a methodological resource to work in the various areas of knowledge.Item Habilidades socioemocionais: modelagem para o século XXI? Uma análise crítica(Universidade Federal de Goiás, 2021-06-02) Canettieri, Marina Kurotusch; Soares, Renata Leite; Soares, Renata Leite; Paranahyba, Jordana de Castro BalduinoWith the contribution of investigations on curricular remodelings and changes in the production mode which have occurred since the 1970s, this paper aims at exposing the mechanisms for the appropriation of subjects' lives by the capitalist system through school education in the beginning of the 21st century. The aforementioned studies address adherence to teaching by skills as a political mark that tends to hide social and historical issues in favor of an individualistic and meritocratic vision. Anchored in the defense of the development of the students' socio-emotional skills, the proposal for a “new” education system reproduces the dualistic view and the domestication of emotions in favor of the supposed success in all spheres of life. As demonstrated, the skills advertised as a matter of urgency are the necessary molds for the formation of citizens able to support the dismantling of rights. Thus, we investigate not only the Laws, the origins of the projects, the economic relations that support such ideology, but we also dialogue about the consequences of this type of education in the formation of the teenager's moral judgment, about the (im)possibilities of developing autonomous thinking, about the consequences of this type of education on the relations amongst subjects and its threats to the maintenance of humanity. Finally, we oppose to the barbarism of hard work as a means for humanization, which will only be carried out through the reflexive-practical act of new ways of being in the world and with others – a kind of work that universities should not avoid.Item Impactos psicológicos da assistência contra a COVID-19 em profissionais de saúde da atenção primária(Universidade Federal de Goiás, 2021-06-04) Oliveira, Jessyca Cristina de Araujo; Silva, Ana Idalina de Paiva; Silva, Ana Idalina de Paiva; Marin, Luciana PinheiroA new virus was discovered in 2019, which cause the diseased entitled Covid-19, and spread fast along with countries, generating a worldwide emergency situation. Taking into consideration the disease pathophysiological aspects and its psychosocial consequences of the context, it became essential to focus on the psychological aspects of the general population, furthermore specific groups, including health professionals. Formulated on this context, the present work aimed to identify the main acts in the context of the pandemic by Covid-19 on psychological well-being of health professionals working in the “front life” against the disease. To this end, an online form was applied to 44 professionals on the primary health care in Goiânia-GO, within questions on work and psychological well-being. By means of qualia-quantitative analysis of the data, using descriptive statistics and inferential statistics, also starting from the analytical-behavioral understanding, a description of the main challenges and changes in health care was presented, together with the main implications observed by professionals, in the regarding anxiety, stress, mood, sleep patterns and eating patterns. Finally, the potential of behavior analysis to produce knowledge and behavioral technologies as it may be a contribution for reduction of the commitments related to the pandemic was discussed.Item Cantando a fé: uma análise sobre os processos educacionais das músicas em um terreiro de Umbanda(Universidade Federal de Goiás, 2021-06-07) Preto, Marícia Gabriela Morais; Real, Márcio Penna Corte; Real, Márcio Penna Corte; Pires, Thaís Regina de CarvalhoThis paper discusses the educational processes that take place in an Umbanda temple through music, seeking to highlight the pedagogical functions employed in religion and their role in the community as a social practice. We conducted a study of the liturgical material of this institution, analyzing songs that express the colonial past and as stories of resistance from enslaved peoples. From an intercultural educational perspective, we emphasize the importance of knowledge for the formation of a more egalitarian society, in the sense of defending antiracist struggles and struggles against religious intolerance. Therefore, Umbanda music can contribute to the study of educational processes in such a way that, by proposing to be in contact with different cultures, it allows us acceptances that contribute to the activities of people's social organization, reaffirming our differences and learning to respect them.Item A proposta educacional de Reggio Emilia: as contribuições do projeto italiano para a educação infantil(Universidade Federal de Goiás, 2021-06-07) Oliveira, Juliana Soares de; Oliveira, Sheila Santos de; Oliveira, Sheila Santos de; Oliveira, Fabiane Lopes deBy declaring children as protagonists of their learning process, offering them attentive listening and providing opportunities for the development of their multiple languages, Reggio Emilia's educational proposal is a reference today regarding early childhood education. Seeking to know and understand how Loris Malaguzzi and the Italian society developed such a project, the present work is based on authors such as Rinaldi (2002) and Malaguzzi (1999), seeking to elucidate those questions. In order to understand the current facts, we recall what preceded society: tracing the child's trajectory through Europe in the Middle Ages and in Brazil from the mid 18th century, Ariès (1981) and Marcílio (1998) bring important aspects to understand the conception of childhood over time. Today, Brazil has some influences from the Malaguzzian project, in institutions that prioritize free childhood and the learning development process, in simple environments and with the support of parents and the community.Item Afetividade em Wallon e Vigotski para a superação da dicotomia indivíduo e sociedade(Universidade Federal de Goiás, 2021-06-07) Peralta, Ana Laura Brasil; Soares, Renata Leite; Soares, Renata Leite; Vieira, Alessandra Oliveira MachadoThis final work has the objective of investigating de concept of affection in the work of Henri Wallon and Lev S. Vigotski in order to gather arguments for the overcoming of the apparent dichotomy between individual and society in the field of Psychology of Education. To this end, it was needed to debate the relationship between Psychology and Education and the dualistic conceptions in this topic and present the possibilities and the theoretical approaches of Wallon and Vigotski. This research is theoretical and bibliographic of the following works: As origens do caráter da criança (1971) and A evolução psicológica da criança (1968), by Wallon, and Teoria das emoções (1933/2004) and Psicologia da arte (1925/2001), by Vigotski. Therefore, it was found that it’s important rescue this authors that are founded in the historical and dialectical conceptions of the mental life for the effective formation and the building of a just and equitable for all and each.Item A brincadeira e os processos de socialização infantil(Universidade Federal de Goiás, 2021-06-07) Miranda, Raimunda Mendes de; Viana, Cynthia Maria Jorge; Viana, Cynthia Maria Jorge; Bittar, MonaThis paper presents a theoretical bibliographical research on how play influences the child's socialization processes. The importance of the theme is due to the fact that this represents a veryrelevant subject for the formation of pedagogues, since children, especially those in early Childhood Education, spend a lot of time playing and, with this exercise of playing,they can socialize with other children and build their worldview. To prepare this paperwere studied the texts by Miranda (1989), Kramer (2006), Oliveira (1994), Kishimoto (1994), Camilo (2020), and Borba (2006), for being authors who discuss the social development of the child. In the first chapter, the relation between childhood and society is dimensioned in order to understand how their socialization process works. The child learns socially, but society sees the child in an incomplete way, without dimensioning his/her social experiences, especially when it comes to education. This chapter discusses the child's socialization and the possibilities it presents. In the second chapter, play is presented as one of the most important factors in child socialization and is discussed in its dimensions of knowledge construction and socialization, besides bringing a reflection on the role of the school and educators to promote it without making it lose its characteristics.Item Programa institucional de bolsas de iniciação à docência e a formação de professores(Universidade Federal de Goiás, 2021-06-07) Pinheiro Júnior, Wilson Moraes; Moraes, Karine Nunes de; Moraes, Karine Nunes de; Alves, Miriam FábiaThis current work aimed to analyze the importance of Pibid in the professional formation of graduated students and its effects on the teacher’s education and how it articulates between the university and the basic education school from 2009 to 2017. In addition, to understand how the projects collaborate for the interdisciplinary and simultaneous work between school and university to achieve positive results in the initial and continuing teacher education. We have carried out an exploratory bibliography research understood as a selection of different authors and reading the selected materials. From those readings, we were able to analyze, compare and explain all the information about the results of Pibid in teacher education. Thus, the research shows the relevance of Pibid in the initial and continuous teacher education, as it put the undergraduates in contact with the basic schools, he acquires pedagogical practices that will bring greater confidence, autonomy, and perception of cooperation among his own partners in the program, as well as the teachers already working. It is complemented by the fact that the school brings teachers from basic education into the Higher Education Institutions' environment. They become co-trainers of future teachers, Pibid members, and, at the same time, they can recycle themselves by using the Pibid project to give new meaning to their classroom practices. Therefore, Pibid is a program that brings contributions to regular public education, since it values teachers, improves their practices and collaborates with an emancipating teaching. Thus, we conclude that the Pibid program came to collaborate with undergraduates by helping them in their daily classroom practices, encouraging them to stay in the profession after graduation, guaranteeing the undergraduates success in their pedagogical practices by associating theory and practice in the classroom, and promoting teamwork, seeking the cooperation and participation of the whole school community in the improvement of education. Furthermore, teachers are encouraged to participate in meetings, seminars, and debates promoted by the Pibid within the Higher Education Institutions, promoting the appreciation of teachers and their training by bringing them closer to the university.