A formação inicial e continuada docente em geografia e o PIBID como terceiro espaço formativo do discente.

Abstract

Keywords: Teacher training has been an instrument for discussions and constant reformulations in the educational system in Brazil. In this work, we seek to investigate in the initial teacher training in Geography at the Teacher Training Center, from Federal University of Campina Grande whether the Teaching Initiation Scholarship Program, constitutes a third formative space and its relevance in the 'do-student' training process. The construction of the research will take place through a quantitative and qualitative approach, based on the acquisition of data obtained from the addressing of the questionnaires to the participants of the three public notices that intervened in the CFP/UFCG via e-mails through Google forms, being the research subjects 38 former ID scholarship holders (PIBID graduates) and ID volunteers, 05 Supervisors, 01 Area Coordination Collaborator and 02 Area Coordinators, in order to obtain the meanings attributed to PIBID by the scholarship holders and their reflexes in the formation of the teaching professional identity, as well as the reflexes of the program in the Degree Course in Geography and in partner schools, in which the time frame of the research involves the periods from 2013 to 2022, being the research carried out during the period 2021.2, of the calendar UFCG academic. After receiving the information, data verification and the production of graphs, tables and textual reproduction were performed. With methodological support to discuss teacher training in Brazil, Ribeiro and Renner (1993), Azanha (1998), Cunha (2013), Saviani (1991) Canário (1998), Assis were used; Coriolanus; Silva (2022), Pessoa (2022), Vasconcelos; Lustosa (2022), Freire (1996), (Di Lorenzo (2019). To portray training spaces in the context of teacher education in Geography, we start with authors such as Santos (2006), Zeichner (2010), Tardif (2002), Pimenta (2012), Santos (2006), Garcia (1999), Freire (2011), Nóvoa (2017) Cavalcanti (2012), The systematization of research information was supported by authors such as Alves, Bezerra, Araújo (2019), Lima (2013), Santos (2014a), Freire (1996, 2011), Almeida (2020). It was possible through the research carried out to carry out the investigation, since the PIBID program establishes itself as a hybrid space, improving the learning of students. Future teachers creating connections between the University and the schools highly relevant in the formative process of the student.