2022-02-162022-02-162021-01-29BARROS, Edson Nonato Oliveira. A Importância do PIBID para a formação profissional do professor: narrativas autobiográficas de um licenciando em pedagogia. Orientadora: Maria Gorete Rodrigues Cardoso. 2021. 38 f. Trabalho de Curso (Licenciatura em Pedagogia) – Faculdade de Educação. Campus Universitário de Bragança, Universidade Federal do Pará, Bragança-PA, 2021. Disponível em: https://bdm.ufpa.br:8443/jspui/handle/prefix/3837. Acesso em: .https://bdm.ufpa.br/handle/prefix/3837The Institutional Teaching Initiation Scholarship Program (PIBID) is an action that forms part of the National Policy for Teacher Education of the Ministry of Education (MEC) which aims to provide undergraduate students, even in the first half of the course, an approach to everyday life public schools of basic education and the context in which they are inserted. The Program's fundamental purpose is to contribute to the qualification of initial teacher training. Based on the experience of the initiation of teaching at PIBID, this article has the general objective of reflecting on the learning built in the Pedagogy nucleus of the Bragança campus of the Federal University of Pará, in the period from 2018 to 2020 and the importance of these learning for professional training in teaching. In this sense, the text sought to answer the following questions: What does PIBID bring different and innovative to initial teacher education? What dimensions of teacher training are valued and reframed in PIBID? What are the similarities and differences between the mandatory supervised curricular internship and initiation to teaching at PIBID? What learning about the teaching profession was provided in the Pedagogy group at UFPA / CBRAG? In what sense does participation in school life and living with experienced teachers contribute to the formation of professional subjectivity of the future teacher? In order to answer these questions, we sought, throughout the text, to characterize the initial teacher education in contemporary times, highlighting its limits, challenges and possibilities; to highlight the characteristics and innovative dimensions of PIBID and its implications to re-signify the academic-professional training of the teacher; to analyze the multiple learnings constructed in the coexistence with the school and with the most experienced teachers in the trajectory of initiation to teaching carried out in PIBID and its relevance for professional training in teaching. The research followed a qualitative approach, based on the methodology of autobiographical research, in which the narratives and experiences, reconstructed mainly through the memories of the events that took place between the months of August 2018 to January 2020, were reflected and confronted with the reference framework theoretical work. The results indicate that PIBID has assumed a very important role in initial teacher education, as it provides future teachers with a unique theoretical / practical experience, of an innovative and interdisciplinary character, immensely improving their qualification to face the challenges of the teaching profession in public school context.Acesso AbertoFormação de professoresIniciação à docênciaPIBIDPesquisa autobiográficaTeacher trainingInitiation to teachingAutobiographical researchCNPQ::CIENCIAS HUMANAS::EDUCACAOTrabalho de Curso - Graduação - Monografia