Um olhar pibidiano sobre a formação docente

Abstract

This work aims to present reflections on formative experiences developed within the Institutional Scholarship Program for Teaching Initiation (PIBID), in the Pedagogy Program at the Federal University of Amazonas, highlighting its contributions to the initial training of teachers, based on experiences conducted with a 5th-grade class at a municipal school in Humaitá, Amazonas. The study adopts a qualitative, descriptive-reflective approach and was analyzed using theoretical references addressing the topic. Records from observations, field notes, and reports were used for the development of this work. The insertion into the school environment enabled the experience of pedagogical practices that articulated theory and practice, contributing to the construction of teaching identity. The activities carried out made it possible to understand the complexity of educational practice and to critically reflect on the teacher’s role within the school context. The interactions between the PIBID participant, the school, the students, and the teachers proved to be meaningful and transformative, confirming the objectives of the Program. It is concluded that PIBID constitutes an essential formative space for the development of pedagogical knowledge, strengthening the ethical and professional commitment of future teachers.