A relação teoria com prática experienciada no Programa Institucional de Bolsa de Iniciação à Docência no Município de Humaitá-AM

Abstract

The article presents reflections on the articulation between theory and practice in initial teacher training, based on experiences in the Institutional Programme for Teaching Initiation Scholarships (PIBID) in the municipality of Humaitá, Amazonas. The study, which took a qualitative and descriptive-reflective approach, was based on observations, field records and activities carried out with classes in the early years of primary education. The experiences allowed us to understand that teaching requires much more than theoretical mastery: it requires sensitivity, critical thinking, and ethical commitment to the learning process. The practices carried out highlighted the importance of collective planning, dialogue with the students' reality, and teacher mediation as a political and formative act. It was found that PIBID is an essential training space, as it allows teacher trainees to immerse themselves in everyday school life and rework the knowledge they have acquired at university. It can be concluded that the integration of theory and practice enhances professional identity and contributes to an emancipatory and democratic education.