<?xml version="1.0" encoding="ISO-8859-1"?><article xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink" xmlns:xsi="http://www.w3.org/2001/XMLSchema-instance">
<front>
<journal-meta>
<journal-id>2178-2679</journal-id>
<journal-title><![CDATA[Revista Práxis Educacional]]></journal-title>
<abbrev-journal-title><![CDATA[Práx. Educ.]]></abbrev-journal-title>
<issn>2178-2679</issn>
<publisher>
<publisher-name><![CDATA[Universidade Estadual do Sudoeste da Bahia]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S2178-26792023000100134</article-id>
<article-id pub-id-type="doi">10.22481/praxisedu.v19i50.12272</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[PIBID: NOVO FORMATO, VELHAS IDEIAS]]></article-title>
<article-title xml:lang="en"><![CDATA[PIBID: NEW PROPOSAL, OLD IDEAS]]></article-title>
<article-title xml:lang="es"><![CDATA[PIBID: NUEVO FORMATO, VIEJAS IDEAS]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Santos]]></surname>
<given-names><![CDATA[João Manoel Nascimento dos]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Alves]]></surname>
<given-names><![CDATA[Grace Bungenstab]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidade Federal da Bahia  ]]></institution>
<addr-line><![CDATA[Salvador Bahia]]></addr-line>
<country>Brazil</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidade Federal da Bahia  ]]></institution>
<addr-line><![CDATA[Salvador Bahia]]></addr-line>
<country>Brazil</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>00</month>
<year>2023</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>00</month>
<year>2023</year>
</pub-date>
<volume>19</volume>
<numero>50</numero>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S2178-26792023000100134&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S2178-26792023000100134&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S2178-26792023000100134&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[RESUMO: O Programa Institucional de Bolsas de Iniciação à Docência (PIBID), exitosa política pública de formação inicial, sofreu a partir do ano de 2017 uma &#8220;modernização institucional&#8221;. Por isso, elegemos como objetivo deste artigo identificar e compreender as continuidades e rupturas entre os editais 61/2013 e 7/2018 a partir da &#8220;modernização&#8221;. Através da realização de uma pesquisa documental com fontes escritas primárias ancorada no método dialético, considerando os contextos e articulações no movimento da realidade que os documentos se inserem. Sua nova configuração, conhecida em detalhes a partir do lançamento do edital 7/2018, modificou substancialmente a estrutura desenvolvida até o edital anterior, 61/2013, que apresentava um acúmulo da trajetória de lutas por melhorias do programa. A partir das nossas análises e discussões, podemos afirmar que o PIBID foi instrumentalizado e nivelado enquanto uma das faces da reforma empresarial na educação, e por isso, sua &#8220;modernização&#8221; pode ser caracterizada como um &#8220;alinhamento&#8221;. O PIBID é potente, e modificações não podem ser efetuada sobre nós e contra nós, tornando imperativa a participação dos sujeitos que o constroem. Nosso direcionamento considera, portanto, para além da &#8220;luta por dentro&#8221;, garantias nas letras da lei que normatizam o programa, bem como, propõe a incorporação das lutas coletivas mais ampla da nossa profissão.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[ABSTRACT: Institutional Program for Scholarships for Beginner Teachers in Brazil (PIBID - Programa Institucional de Bolsas de Iniciação à Docência), a successful public policy for initial training, has undergone an institutional modernization since 2017. Therefore, we chose as the objective of this article to identify and understand the continuities and ruptures between the 61/2013 and 7/2018 public notices from the understanding of its modernization. By carrying out documentary research with primary written sources anchored in the dialectical method, considering the contexts and articulations in the movement of reality that the documents are inserted. Its new configuration highlighted on the 7/2018 call, which was substantially modified the structure developed until the previous call 61/2013, which accumulated a trajectory of struggles for program improvements. From our analyzes and discussions, we can say that PIBID was instrumentalized and leveled as one of the faces of business reform in education. Therefore, its &#8220;modernization&#8221; can be characterized as an alignment with this education reform. PIBID is powerful, and changes cannot be made about us and against us, making the participation of the subjects which build it imperative. Therefore, our understanding considers that it is necessary to add to the struggle within the program with guarantees in the letters of the law that regulate the program, as well as propose the incorporation of the broader collective efforts of our profession.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[RESUMEN: El Programa Institucional de Becas de Iniciación a la Docencia (PIBID), exitosa política pública de formación inicial, ha sufrido a partir del año de 2017 una modernización institucional. Por eso, elegimos como objetivo de este artículo identificar y compreender las continuidades y rupturas entre los certámenes 61/2013 y 07/2018 a partir de la "modernización". A través de la realización de una investigación documental con fuentes escritas primarias vinculadas al método dialéctico, considerando los contextos y articulaciones en el movimiento de la realidad que los documentos se ubican. Su nueva configuración, conocida en detalles a partir del lanzamiento del certamen 7/2018, ha modificado sustancialmente la estructura desarrollada hasta el fin el certamen anterior, 61/2013, que presentaba un colmo de trayectorias de luchas por perfeccionamientos del programa. A partir de nuestras análisis y discusiones, podemos asegurar que el PIBID fue instrumentalizado y nivelado como una de las caras de la reforma empresarial en la educación, y por eso, su "modernización" puede ser caracterizada como un "alineamiento". El PIBID es potente, y las modificaciones no pueden ser hechas sobre nosotros y contra nosotros, haciendo imperativa la participación de agentes que construyen. Nuestro direccionamiento considera, por lo tanto, para allá de la "lucha por dentro", garantías en las letras de la ley que normalizan el programa así como plantean la incorporación de las luchas colectivas más amplias de nuestra labor.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[formação docente]]></kwd>
<kwd lng="pt"><![CDATA[política pública]]></kwd>
<kwd lng="pt"><![CDATA[precarização da educação]]></kwd>
<kwd lng="pt"><![CDATA[reforma empresarial]]></kwd>
<kwd lng="pt"><![CDATA[resistência]]></kwd>
<kwd lng="en"><![CDATA[teacher training]]></kwd>
<kwd lng="en"><![CDATA[public educational policy]]></kwd>
<kwd lng="en"><![CDATA[precariousness of education]]></kwd>
<kwd lng="en"><![CDATA[liberal education reform]]></kwd>
<kwd lng="en"><![CDATA[resistance]]></kwd>
<kwd lng="es"><![CDATA[formación docente]]></kwd>
<kwd lng="es"><![CDATA[política pública]]></kwd>
<kwd lng="es"><![CDATA[precarización de la educación]]></kwd>
<kwd lng="es"><![CDATA[reforma empresarial]]></kwd>
<kwd lng="es"><![CDATA[resistencia]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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