Tecendo saberes sobre a docência com o PIBID: entre o Eu- Professora e a formação inicial docente em geografia.

Abstract

The research addresses the contributions of the Institutional Program of Grants for Teaching Initiation (PIBID) to the Initial Training of Geography Teachers within the full undergraduate Geography Course of the Center for Teacher Training (CFP) at the Federal University of Campina Grande (UFCG) in Cajazeiras – PB. It was motivated by the search to assess the program's relevance to the initial training of undergraduate students in the aforementioned course. PIBID, a program funded by the Coordination of Higher Education Personnel (CAPES), aims to bring undergraduate students closer to the reality of Basic Education schools. This proximity is achieved through the supervision of teachers active in the schools, allowing students to plan and execute didactic-pedagogical actions to better understand the profession. This dissertation, proposed through the Professional Master's Program in Geography Education-PROFGEO, focuses on the Geography sub-project developed at Cecília Estolano Meireles Municipal School between November 2022 and April 2024. As a consequence of the research's general objective, we propose the following specific objectives: to identify the difficulties and limitations faced by PIBID scholarship holders in experiencing the field school, considering the accounts in the scholarship holder's field diary, a weekly record document of the activities developed in the project; to analyze PIBID's collaboration in teaching practice for geography education and in the formation of future geography teachers; to discuss the planning, execution, and progress implemented by Teaching Initiation scholarship holders in the aforementioned school. For the development of this research, a qualitative approach was used, involving documentary research and the analysis of the field diary of three of the eight scholarship holders who worked in the mentioned core. Thus, we believe that the analyzed topic will be relevant to future geography teachers who will face obstacles in their early teaching careers, reflecting on their pedagogical didactics in the classroom and the scientific knowledge built at the university, thereby reflecting on their initial training.