PIBID and the initial education of additional language teachers: reflections on the interdisciplinary experience of the portuguese, english and german programme at UFPR

Abstract

This article reflects on the initial education of additional language teachers based on the experience of the participants the Interdisciplinary Subproject in Portuguese, English and German, at the Federal University of Paraná (UFPR), developed within the framework of the Brazilian Institutional Programme of Teaching Initiation Scholarships (PIBID). The programme seeks to involve pre-service teachers in everyday school life at an early stage, fostering the articulation between theory and practice and strengthening the dialogue between the university and schools. Its main objective is to understand how interdisciplinarity, plurilingualism and co-teaching contribute to the development of teacher identity and to the preparation of teachers capable of working in contexts of linguistic reception, particularly in the teaching of Portuguese as a Welcoming Language. Methodologically, the article combines a literature review with a critical account of the experience of the participants — the faculty coordinator, supervising teachers and pre-service teachers — in public schools in the Curitiba region, in the state of Paraná. The experience analysed included the diagnosis of school needs, collaborative planning, the development of teaching materials and the implementation of classroom practices, accompanied by moments of reflection and adjustment of these practices. The findings indicate that PIBID strengthens both initial and continuing teacher education and fosters collaborative and reflective professional development processes. The study concludes that the experience contributes to critical, collaborative and engaged teacher education and reinforces the importance of continuing professional development in Portuguese as a Welcoming Language and of expanding plurilingual perspectives within the Letras curricula.