Contribuições do PIBID para a formação inicial docente em Ciências Biológicas: um relato de experiência

Abstract

This study is a narrative autobiography about the experience in the Institutional Program for Teaching Initiation Scholarships (PIBID), which, from the perspective of the scholarship holder, has been consolidated as a significant public policy for valuing the teaching profession, especially by targeting undergraduate teaching programs. This program provided scholarship holders with early access to the classroom to develop projects that facilitate teaching and learning processes in various fields of knowledge. The specific objectives of this study are to reflect on the teacher training process through participation in PIBID, identify the challenges faced as a scholarship holder, characterize the activities carried out, and analyze the program's impact on teacher education. The guiding research question is: How can PIBID influence the process of job training in the teaching profession for Biology teachers in training? Based on this inquiry, the study seeks to reflect on the teacher education process resulting from participation in PIBID. The methodology adopted is based on the autobiographical method, using a personal narrative from a former PIBID subproject scholarship holder. This approach allows for an understanding of how experiences in the program influence the (re)construction of professional teacher identity, recognizing that this identity is dynamic and transforms as new challenges arise during initial training. Consequently, the teaching experiences provided by PIBID significantly transform perspectives on teaching, education concepts, and the instruction of Science and Biology in the public school context. The participation in the program offers pre-service teachers the opportunity to experience teaching practice in real environments, allowing them to apply learned theories and develop essential professional skills. Moreover, PIBID promotes the integration of theory and practice, which is crucial for the training of new teachers. The narrative research conducted demonstrates that recalling educational trajectories in schools holds great significance for participants in the program. The participation in PIBID during undergraduate studies is identified as a significant formative advantage, both in terms of learning theoretical and methodological aspects related to Science and Biology education and in developing a scientific approach through participation in events and academic publications. This study highlights that field experiences as a PIBID scholarship holder should be considered temporary, as the ultimate goal of the participant is to become a competent teacher in their field of study. Throughout their professional journey, new possibilities and challenges emerge, broadening their vision and teaching practice. Professional identities are (re)written throughout life and school trajectories; therefore, the process of (re)constructing these identities is intrinsically linked to each individual’s life projects. The metaphor of the palimpsest is adopted to illustrate that identity narratives can be written, rewritten, and reinterpreted throughout personal and professional history. In summary, PIBID plays a crucial role in initial teacher education, providing practical experiences that enrich academic training and contribute to the construction of a solid and reflective teaching identity.