Ser PIBID em Geografia na Universidade Federal do Tocantins: a perspectiva dos bolsistas egressos no campus de Porto Nacional

Abstract

The Institutional Scholarship Program for Teaching Initiation (PIBID) is an initiative of the Brazilian federal government aimed at encouraging the training of teachers for basic education, providing undergraduate students with practical experiences in public schools under the guidance of both basic education and university teachers. This research has the general objective of mapping the academic, professional, and personal trajectories of graduates from the Geography course at the Porto Nacional campus, TO, of the Federal University of Tocantins (UFT), who participated in PIBID between 2008 and 2023. As specific objectives, the research seeks to: (1) present the PIBID program and its role in the training of Geography teachers; (2) investigate the academic and professional dimensions of the graduates from the PIBID Geography subproject at the Porto Nacional-TO campus from 2008 to 2023; and (3) present the personal cartography of the graduates from the PIBID Geography subproject at the Porto Nacional, TO campus, linking it to their academic and professional experiences. Using the methodology of personal cartography, the study aims to understand how the experiences gained through PIBID influenced not only the teaching training of these graduates but also their professional development and career choices. The results obtained may contribute to the formulation of more effective educational policies, both at the local and national levels, aiming to strengthen teacher training and, consequently, improve the quality of Geography teaching in schools. Furthermore, the research may highlight the positive impact of PIBID on the local community by providing more prepared and engaged teachers. Based on the analysis of the narratives and trajectories of the graduates, the research aims to contribute to the understanding of PIBID's role in teacher training and the construction of professional identities, offering insights for reflections on educational public policies and teacher training in the context of Geography. Out of the twelve (12) graduates who responded to the questionnaires, five (5) are currently working in the classroom, and the majority reported that their experience in PIBID was fundamental to the development of their pedagogical skills. Many mentioned the importance of the practical experiences and workshops conducted during the program, highlighting how these experiences helped shape their teaching identity. Additionally, the graduates expressed a strong desire to see education more valued in our society. Despite the challenges faced, such as the devaluation of the teaching profession, PIBID stands as a transformative agent in the training of committed and well-prepared teachers for the challenges of the school environment.