TEACHER EDUCATION IN REAL-WORLD CONTEXTS: PIBID AND LEARNING RECOVERY IN THE EARLY YEARS OF ELEMENTARY EDUCATION

Abstract

This article presents an experience report developed within the Literacy Subproject of the Institutional Teaching Initiation Scholarship Program (PIBID/CAPES), under Call for Proposals No. 10/2024, at two municipal schools in Santa Fé do Sul, São Paulo, Brazil: Escola Municipal Prof. Benedicto de Lima and Escola Municipal Profª. Cirley Volpe Lopes. The experience was motivated by the identification of significant learning gaps in the literacy process among students from the 3rd to the 5th grade and by the difficulties in providing individualized support in classrooms with large numbers of students, a situation that required specific pedagogical interventions and closer monitoring. This is a descriptive and reflective experience report based on the systematic monitoring of the activities developed within the subproject. The objective of this report was to systematize and analyze the experience, describing the playful pedagogical practices implemented, the professional learning of the scholarship recipients, and the progress observed among students with learning gaps in the literacy process, considering the program’s contributions both to initial teacher education and to learning recovery. The experience was conducted during the academic period from November 2024 to June 2026 and involved 24 scholarship recipients, three supervising teachers, and approximately 80 students selected by their classroom teachers based on diagnostic assessment, under the guidance of the area coordination. The sessions were held two to three times per week, lasting approximately 50 minutes, and were conducted individually or in small groups of up to five students. Diagnostic assessments of the students’ writing levels were conducted, followed by the planning of playful pedagogical practices in Portuguese Language and Mathematics, documented through field diaries, supervision reports, and student work. Analysis of the records indicated significant progress in the writing levels of the students who received support, as well as changes in the scholarship recipients’ reflective attitudes toward pedagogical practice. It is concluded that the experience contributed simultaneously to the initial teacher education of the scholarship recipients and to students’ learning recovery, reaffirming the relevance of PIBID as a space for situated teacher education. The limitations inherent in a descriptive and reflective experience report without a controlled evaluation design are acknowledged.