Programa Institucional de Bolsa de Iniciação à Docência: a formação docente e a articulação entre teoria e prática

Abstract

The present article discusses experiences developed within the Pedagogy Program at the Federal University of Amazonas (UFAM), Humaitá campus, under the Institutional Program for Teaching Initiation Scholarships (PIBID), covering the period from 2022 to 2024. The main objective is to describe the experiences, practices, and learning acquired during participation in the program, highlighting the importance of the articulation between theory and practice in initial teacher education. The methodological approach used is qualitative in nature, based on field diary records by one of the authors. The results showed that the experiences and pedagogical practices in Basic Education were challenging. PIBID enables the integration of theory and practice in loco, even during undergraduate studies, contributing to the construction of teaching identity, to the understanding of school contexts and students’ realities, as well as to the improvement of pedagogical and didactic practices. Thus, the Program constitutes an essential opportunity at the beginning of teacher education, strengthening the ethical and social commitment of future teachers to a critical and humanizing education.