Os impactos do Programa de Iniciação à Docência na construção da identidade profissional do futuro professor

Abstract

This paper discusses experiences developed by a Pedagogy undergraduate student at the Federal University of Amazonas (UFAM), during the years 2022 to 2024, in a public school in Humaitá/AM, within the scope of the Institutional Teaching Initiation Scholarship Program (PIBID). The objective is to understand the contributions of PIBID to initial teacher education and to the construction of the professional identity of the future teacher, analyzing how these experiences promote the articulation between theory and practice and the development of teaching knowledge. As theoretical support, we base our work on authors such as Freire (1996), Tardif (2000), Imbernón (2011), and Nóvoa (2009), who discuss initial training by emphasizing teaching as a reflective, social, and political practice. The results indicate that PIBID constitutes an essential opportunity for articulating theory and practice, promoting meaningful learning and the development of professional knowledge. However, weaknesses were observed, such as the lack of institutional support and adequate pedagogical mediation in the internship context. It is concluded that PIBID contributes to the construction of the teaching identity and to a critical understanding of the teacher’s role in transforming the educational reality.