O Programa Institucional de Bolsas de Iniciação à Docência e a formação inicial de professores

Abstract

The current paper reports experiences regarding participation in the Institutional Program of Teaching Initiation Scholarships (PIBID) and its contributions to the initial training of teachers. The experience took place in a public school in the municipality of Humaitá-AM (Brazil), allowing the author to observe everyday school life and interact with students, teachers, and administrators. This made it possible to understand the importance of this first contact and the articulation between theory and practice in teacher education. The adopted methodology was qualitative, with a descriptive and reflective narrative nature, based on records and observations made during the program. The experiences showed that direct contact with the school reality during undergraduate studies broadens the understanding of the teaching and learning process, strengthens professional identity, and reinforces the future teacher’s commitment to Basic Education. The study also highlights the relevance of PIBID as a public policy for initial teacher education.