As pol?ticas p?blicas educacionais voltadas para a forma??o de professores nas universidades brasileiras t?m sido objeto recorrente de debates e estudos nos meios acad?micos. Nessa dire??o, a presente pesquisa analisou o Programa Institucional de Bolsas de Inicia??o a Doc?ncia (PIBID) na Universidade Federal dos Vales do Jequitinhonha e Mucuri ? UFVJM, Campus Diamantina ? MG, com o objetivo de verificar, junto aos ex-bolsistas formados na Licenciatura em Pedagogia, se as atividades desenvolvidas no PIBID contribu?ram para sua forma??o docente. Para o alcance desse objetivo, foi feito um recorte temporal entre os anos de 2014 e 2015, com an?lise restrita ao curso mencionado. Tal op??o ampara-se no fato de ser o curso respons?vel pela forma??o dos professores que atuam anos inicias da educa??o b?sica. O aporte te?rico para sustentar este estudo foram autores como N?VOA (1992), PIMENTA (1997), SAVIANI (2013), ROMANELLI (1986) e TARDIF (2002), dentre outros, por acreditar que trazem uma base s?lida ?s reflex?es pr?prias ao processo de forma??o docente. A organiza??o deste trabalho prop?s um estudo de caso, de car?ter quantitativo, sem deixar de considerar e analisar qualitativamente os dados obtidos. Para tanto, foi feita uma pesquisa documental em fontes oficiais, atrav?s dos registros do PIBID da UFVJM. Foi realizada, ainda, uma revis?o bibliogr?fica em livros, artigos, teses e disserta??es referentes ? forma??o de professores e pol?ticas p?blicas. A coleta de dados ocorreu a partir de um question?rio, enviado pelo Google Drive, aos alunos da licenciatura acima mencionada, que j? conclu?ram o curso e que participaram do PIBID durante sua forma??o na UFVJM. Acreditamos que as considera??es advindas desta pesquisa podem contribuir para a produ??o cient?fica na ?rea de pol?ticas p?blicas educacionais, tanto da UFVJM quanto de outras institui??es educacionais, pelo fato de o objeto ser de grande relev?ncia no processo de forma??o docente, principalmente para as licenciaturas, como possibilidade de aproximar elementos que venham a favorecer o graduando a tornar-se professor.Disserta??o (Mestrado Profissional) ? Programa de P?s-Gradua??o em Educa??o, Universidade Federal dos Vales do Jequitinhonha e Mucuri, 2018.Public educational policies focused in teacher education in Brazilian universities have been the recurring object of debates and studies in academic circles. In the same direction, the present study analyzed the Institutional Program of Initiatives for Teaching (PIBID) at the Federal University of the Valleys of Jequitinhonha and Mucuri - UFVJM, Campus Diamantina - MG, in order to verify the activities developed in the PIBID and the contribution for the teacher training of the former scholar students of Pedagogy. To reach this goal, a temporal cut was made between the years 2014 and 2015, with the analysis restricted to the mentioned course, because it is the one that is responsible for the training of teachers who work in the early years of basic education. The contribution to support this study were authors such as N?VOA (1992), PIMENTA (1997), SAVIANI (2013), ROMANELLI (1986) and TARDIF (2002), a mongo thers, believing that the y provide a solid basis for the reflection up on the process of teacher education. The organization of this work proposed a quantitative case study, also considering qualitatively the data obtained. For that, a documentary research was done in official sources, through the records of PIBID of UFVJM. A bibliographic review was also carried out in books, articles, theses and dissertations related to teacher education and public policies. The data collection was done from a questionnaire, sent by Google Drive, to the students of the above mentioned degree, who already finished the course and who participated in PIBID during the formation in UFVJM. We believe that the considerations derived from this research can contribute to the scientific production in the area of educational public policies, both of the UFVJM and other educational institutions, because our object is of great relevance in the teacher training process, especially for undergraduates, as a possibility of bringing together elements that will favor the graduate to become a teacher
