O PIBID e a escolha pela docência: experiências e influências na decisão de permanecer na carreira docente dos licenciandos em computação do IFBA Campus Valença

Abstract

This study sought to investigate how participation in PIBID influences the decision of Computing licensure students at IFBA Campus Valença to remain in the teaching career, and how this experience relates to persistence and success in the program. The research originated from personal concerns, since the author entered the undergraduate program with no interest in teaching, and it was throughout the internships and, mainly, through PIBID that this relationship began to change. To understand whether this transformation was a broader phenomenon among scholarship holders, a questionnaire with closed and open-ended questions was applied to participants of the PIBID Computing Licensure subproject, adopting an approach that combines quantitative and qualitative data. The theoretical dialogue was built upon authors such as Pimenta, Nóvoa, Tardif, and Gatti, who discuss the construction of teacher identity and the challenges of teacher education in Brazil. The results showed that most scholarship holders joined the program without a defined intention regarding teaching, but that, after participating, a significant portion came to view the profession differently. Almost all participants acknowledged that PIBID helped them remain in the program, with the scholarship itself and contact with everyday school life being the most frequently cited factors. Participants' accounts reinforced that the challenges experienced in the classroom were decisive in prompting changes in their views on being a teacher, even though not all identified with the career. The study concluded that PIBID is recognized as fundamental to teacher education by nearly all scholarship holders, contributing significantly to persistence and success in the Computing Licensure program at IFBA Campus Valença.