A contribuição do PIBID para a formação docente em educação física: um relato a partir das vivências no programa

Abstract

This Undergraduate Thesis aims to critically and reflectively analyze the contributions of the Institutional Program for Teaching Initiation Scholarships (PIBID) to teacher education in Physical Education, based on practical and pedagogical experiences in the school environment. It consists of an experience report developed within the context of the PIBID–Physical Education subproject at the Federal University of Amazonas (UFAM), employing a qualitative and descriptive methodological approach grounded in field diaries, systematic observations, lesson plans, and collective reflections. PIBID proved to be an essential formative space for the development of professional and personal competencies, promoting the integration of theory and practice and the consolidation of teacher identity. The general objective of this study is, therefore, to analyze the contributions of PIBID to teacher education in Physical Education based on experiences in the school environment. The specific objectives include identifying the main learnings provided by PIBID in Physical Education training, understanding how school-based experiences contribute to the construction of teacher identity, and reflecting on the challenges encountered during pedagogical practice within PIBID. The program enables student teachers to comprehend the complexity of teaching, face the challenges inherent to public schools, and recognize the transformative role of Physical Education in the educational context. Additionally, it strengthens ethical, cooperative, and reflective values by encouraging engagement with a humanized and socially meaningful education. We conclude that PIBID constitutes an indispensable public policy for initial teacher training, contributing to academic retention, professional engagement, and pedagogical improvement. By integrating university and school, the program reaffirms its relevance in the formation of critical, creative, and socially conscious teachers.