Training teachers of an additional language: the spanish PIBID model in elementary schools and its contribution to teaching and learning spanish through literary reading

Abstract

This article discusses the relevance of the Institutional Program for Teaching Initiation Scholarships (PIBID) in improving teacher education and the quality of public education in Brazil by encouraging early entry into the teaching profession. We present the PIBID Spanish subproject at UFES, which focused on integrating teaching and literary reading in Spanish. Additionally, we emphasize the program's significance in training teachers of additional languages and the importance of professional development meetings in basic education. Our methodologies included a literature review, analysis of legislation such as the National Education Act (LDB) No. 9,394/1996, and research with scholarship recipients active in the project. This study's theoretical foundation draws on the work of Libâneo (2004), Saviani (2005), Souza (2012), and Moita Lopes (2012). Preliminary results suggest that the Spanish PIBID program offered scholarship recipients an opportunity to experience their future professional environment, participate in academic events, and study influential theoretical frameworks. Therefore, this research highlights the challenges and perspectives of PIBID participants, emphasizing the influence of this experience on their retention in the teaching profession and on future educators’ understanding of instructional design. Finally, we demonstrate how these practices improved education and contributed to teacher training through the PIBID program and the opportunities it provided.