2026-03-052026-03-052025-12-20JESUS, Adriana Vitória Miranda de. Potencializando a docência no contexto da socioeducação: experiências formativas do PIBID em Ananindeua- Pa. Orientadora: Janes Kened Rodrigues dos Santos. 2026. 36 f. Trabalho de Curso (Licenciatura em Química) - Campus Universitário de Ananindeua, Universidade Federal do Pará, Ananindeua, 2025. Disponível em: https://bdm.ufpa.br/handle/prefix/9270. Acesso em:.https://bdm.ufpa.br/handle/prefix/9270For obtaining the mandatory credit required for graduation, the Faculty of Chemistry at the Federal University of Pará, Ananindeua Campus, in accordance with Resolution No. The present study aims to analyze the formative experiences lived by scholarship holders of the Chemistry Teaching Degree course in the context of socio-education, highlighting the impacts of these experiences on the formation of identity and teaching skills. 4 of April 1, 2024, allows the use of scientific work published in the proceedings of technical-scientific events in the field of the undergraduate course. In this regard, the present academic production was chosen as it is a work presented at the X National Meeting of Licentiate Programs and IX National PIBID Seminar, recognized with the Paulo Freire Award in 2025. Consequently, the study presents educational experiences lived by a group of scholarship holders from the Chemistry Licentiate Program with adolescents undergoing socio-educational measures, within the scope of the Institutional Program of Teaching Initiation Scholarships (PIBID). The activities were carried out in socio-educational service units linked to the Pará Foundation for Socio-educational Assistance (FASEPA), in collaboration with the State Department of Education of Pará (SEDUC), responsible for ensuring the schooling of these adolescents, and with the Extension Program of the Federal University of Pará. The educational support for adolescents in conflict with the law is a tool for guaranteeing fundamental rights, together with other socio-educational measures. In the context of teacher training, the specificities and challenges of this setting can provide an enriching formative immersion. In this regard, the methodological strategy adopted in the research was the production of a narrative analytical summary of an autobiographical nature about the three most significant educational experiences, lived over two academic semesters by the PIBID participant group, describing reflections on these teaching actions carried out and their impact on teacher training. As a result of the experiences carried out, the most significant teaching practices are about: a) the playful aspect of producing an educational game that addresses African-derived ancestry and the teaching of chemistry; b) conducting scientific experiments involving topics from the professional courses attended by the youth; c) the use of a booklet about women in science aimed at scientific literacy. From this experiential immersion, it was possible to identify the development of competencies and skills in the teaching profession in challenging situations when promoting diverse chemistry education, considering the limits and specificities of the adolescents' incarceration context. Having said that, it is possible to affirm that the teaching practice was carried out effectively and with the hope of a potentially meaningful teaching practice, enhancing the processes of learning chemistry in the context of socio-educational settings.Acesso AbertoFormação docenteSocioeducandosEnsino de QuímicaLudicidadeTeacher educationSocio-educational studentsChemistry teachingPlayfulnessCNPQ::CIENCIAS HUMANAS::EDUCACAO::ENSINO-APRENDIZAGEM::METODOS E TECNICAS DE ENSINOTrabalho de Curso - Graduação - ArtigoAttribution-NonCommercial-NoDerivs 3.0 Brazil