Aprendizagem colaborativa na formação de egressos do PIBID: impactos e perspectivas na prática docente

Collaborative learning has been highlighted as a pedagogical approach capable of promoting the collective construction of knowledge and the development of socio-emotional skills. In the context of teacher training, the Institutional Teaching Initiation Scholarship Program (PIBID) plays a key role in providing practical experiences that encourage collaboration between future teachers. This study investigates the perceptions of PIBID graduates about collaborative learning, seeking to understand how this approach has impacted their training and professional practice. A cross-sectional survey was carried out, with a qualitative approach, in which 40 participants answered a questionnaire and five were interviewed. The data was analyzed using the theory of Nuclei of Meaning, based on socio-historical psychology. The results indicate that the graduates recognize collaborative learning as an essential element for building pedagogical knowledge and strengthening teamwork, both in their initial training and in their teaching work. They also highlight challenges related to implementing this approach in the school environment. They conclude that PIBID contributes significantly to the development of collaborative teaching practices, reinforcing the importance of initiatives that encourage cooperation between teachers in training and experienced professionals.