Programa Institucional de Bolsa de Iniciação à Docência: caminhos para a prática pedagógica

Abstract

The article analyzes the experience of participating in the Institutional Program of Teaching Initiation Scholarships (PIBID) at a municipal school in Humaitá – AM (Brazil), investigating its contributions to initial teacher education. Through experience reports and a qualitative approach, pedagogical activities, interactions with students, supervising teachers, and colleagues, as well as challenges faced in the school routine, were examined. The study demonstrates that practical experience allows the articulation of theory and practice, the development of pedagogical competencies, the consolidation of teacher identity, and the strengthening of skills in planning, classroom management, and reflective practice on learning. The results highlight the relevance of PIBID as a strategy for critical, ethical, and inclusive teacher education.