O PIBID na formação inicial de professores:

Abstract

Initial teacher training in Brazil has sought to overcome the theory-practice dichotomy through public policies designed to encourage the teaching profession. In this context, the Institutional Program for Teaching Initiation Scholarships (PIBID) stands out as a key strategy for bridging the gap between universities and K-12 schools. Accordingly, this study aims to analyze PIBID’s contributions to initial teacher training, focusing on didactic-pedagogical practices and the construction of teacher identity. Methodologically, this is a qualitative bibliographic study grounded in regulatory frameworks and key authors such as Nóvoa (2013), Gatti (2010), Pimenta (1999), Freire (1996), and Tardif (2014). The results indicate that the early immersion of pre-service teachers in the school environment—facilitated by PIBID—fosters the development of experiential knowledge, the use of active learning methodologies, and the strengthening of professional autonomy. The study concludes that the program serves as a privileged space for teaching praxis, essential for consolidating professional identity and preparing critical, reflective educators capable of addressing the contemporary challenges facing Brazilian public education.