Abstracts Geography

A Professora que queriam que eu fosse e a professora que escolhi ser : o Programa Institucional de Bolsas de iniciação à Docência (PIBID) na trajetória formativa de professores/as de Geografia

by Carolina Lacerda Macalos

The present work aims to understand the impacts of the Institutional Program of Scholarships for Teaching Initiation (PIBID) in the training of geography teachers. The program as a federal public policy makes it possible to stitch together the trajectories of teachers, in different stages of training, strengthening the integration between the formal training spaces: the university and the school. Realizing the weaving between the relationships and experiences provided by the Program, the (auto)biographical method and the qualitative approach guided the research. In addition, the research trajectory was structured in three distinct moments: bibliographic research, documental research, and field research. In this way, we initially looked for authors who approached teacher training and the training of geography teachers. Along which we searched for information about PIBID in thesis, dissertations and specific literature. As a means of contributing to the bibliographic survey, the laws and public notices referring to the proposal and execution of the Program at the national level were analyzed, covering the Federal University of Rio Grande do Sul (UFRGS) and the geography subproject, characterizing the documentary research. The field research was divided into two moments: participant observation and narrative interviews. The participation of fellows in PIBID, in the 2020 notice of the subproject Geography UFRGS, in the CPA, was observed throughout the team meetings and the meetings of the group that worked at the College. At the same time, narrative interviews were carried out and analyzed with fellows participants of the 2020 Notice, with former supervisors of the Program, and with a former coordinator professors, we identified the impacts of PIBID on the training of each one. Participation in the Program provides experiences that impact positively the training path of teachers, encompassing aspects such as the relationship between the university and the school, the construction of intimate training space, and weaving relationships with the social context in which we are inserted. The potential of PIBID is developed by rethinking teacher training in a critical and reflective, collaborative and cooperative way, while reinventing teaching practice, oxygenating the school space.