O PIBID e a iniciação docente em educação física na perspectiva da pedagogia freiriana

Abstract

This study examined how the foundations of Freirean liberating pedagogy emerge in formative experiences lived by pre-service teachers and a supervising teacher in the Institutional Program for Teaching Initiation Scholarships (PIBID) in Physical Education, within a public educational institution. The investigation sought to understand how these principles were appropriated by the participants through a qualitative analysis of reflective reports produced in the program between 2022 and 2024, selected according to inclusion and exclusion criteria. Access to these documents was partially limited by the platform of the Brazilian Coordination for the Improvement of Higher Education Personnel (CAPES), requiring support from the subproject coordination. The findings indicate that PIBID constitutes a fertile space for articulating theory and practice, fostering the development of ethical, critical, and transformative dispositions. The study also showed that when dialogue and reflection on school reality are encouraged, pre-service teachers demonstrate greater engagement with educational processes and with their own professional formation. Thus, the program significantly contributes to the critical development of future teachers and to the integral education of Basic Education students, while highlighting that such advances depend on a committed pedagogical intentionality capable of guiding formative actions beyond the mere reproduction of practices, effectively promoting the emancipation of the subjects involved.