2026-08-062026-08-062026-07-09RIBEIRO, Dayra de Paula Santos. Espaços híbridos de formação: a construção dos saberes docentes no PIBID biologia e ciências na Amazônia paraense. Orientadora: Rosigleyse Corrêa de Sousa Felix. 2026. 30 f. Trabalho de Curso (Licenciatura em Ciências Biológicas) – Faculdade de Ciências Biológicas. Instituto de Estudos Costeiros, Campus Universitário de Bragança, Universidade Federal do Pará, Bragança-PA, 2026. Disponível em: https://bdm.ufpa.br/handle/prefix/9861. Acesso em: .https://bdm.ufpa.br/handle/prefix/9861The initial education of teachers is a complex process characterized by the mobilization of different forms of knowledge developed throughout their academic trajectory and teaching practice. In this context, the Institutional Program for Teaching Initiation Scholarships (PIBID) plays an important role as a public policy aimed at strengthening teacher education by fostering closer collaboration between universities and basic education schools. This study aims to analyze the mobilization of teaching knowledge by undergraduate participants in the PIBID Biology and Science subproject at the Federal University of Pará (UFPA), Bragança Campus, based on the typology of teacher knowledge proposed by Tardif. This qualitative, descriptive, and documentary study was based on a corpus of 16 final reports prepared by PIBID scholarship recipients during the 2022–2024 program cycle. The data were analyzed using Bardin’s Content Analysis, adopting as analytical categories professional knowledge, disciplinary knowledge, curricular knowledge, experiential knowledge, and an emerging category entitled Hybrid Space, which refers to the articulation between theory and practice. The results reveal a predominance of experiential knowledge (24.7%), followed by professional knowledge (22.4%), disciplinary knowledge (22.1%), Hybrid Space (19.1%), and curricular knowledge (11.7%). These findings demonstrate that PIBID promotes the integration of academic knowledge with experiences gained in everyday school practice, contributing to the construction of professional teacher identity and the development of reflective pedagogical practices. It is concluded that the program constitutes an important space for initial teacher education, particularly in the context of the Amazon region of Pará, by enabling the integrated mobilization of different forms of teaching knowledge and strengthening the professional development of future teachers committed to the sociocultural and educational specificities of the region.Acesso AbertoFormação de professoresSaberes docentesPIBIDFormação inicialAmazôniaTeacher educationTeaching knowledgeInitial teacher educationAmazonCNPQ::CIENCIAS HUMANAS::EDUCACAOTrabalho de Curso - Graduação - ArtigoAttribution-NonCommercial-NoDerivs 3.0 Brazil