O processo identitário docente à luz do pibid – educação física: um olhar a partir da produção do conhecimento

Abstract

Teacher education is understood as a continuous process that articulates personal, professional, and social dimensions in the construction of teaching identity. In Physical Education, this process presents particularities resulting from historical disputes over the legitimacy of the field as a curricular component. The Institutional Scholarship Program for Teaching Initiation (PIBID) emerges as a Brazilian policy that brings undergraduate students closer to school realities, promoting experiences, reflections, and practices that contribute to the development of this identity. In this context, understanding how scientific production addresses the relationship between PIBID, Physical Education, and teaching identity becomes essential. Thus, the objective of this study is to analyze national knowledge production on the construction of teaching identity within the scope of PIBID – Physical Education. This is a bibliographic research of the State-of-the-Knowledge type. Searches were conducted in the SciELO, Virtual Health Library, CAPES Portal, and CAPES Theses and Dissertations Catalog databases. The search initially identified 16 studies, which were filtered to a final set of 10 productions that constitute the corpus of this research. Data analysis was carried out through content analysis, allowing for thematic categorization of the selected works. The results show that 70% of the productions are articles and 30% dissertations, with a higher concentration of publications between 2015 and 2019. Most authors are from the South region, with relevant participation from the Northeast. All studies adopted a qualitative approach, using instruments such as interviews, questionnaires, focus groups, observation, and experience reports. The thematic analysis revealed seven main axes: (1) Personal experiences and narratives, showing that previous experiences and academic productions influence teaching identity; (2) Entry and socialization in the school environment, highlighting early contact with school culture and interactions with students and teachers; (3) Formative mediation, emphasizing the importance of relationships among supervisors, coordinators, and scholarship holders; (4) Construction of teaching knowledge, involving disciplinary, curricular, and experiential knowledge; (5) Curricular complementarity, addressing gaps in undergraduate education and the theory– practice articulation promoted by PIBID; (6) Reflexivity and self-knowledge, fostered by formative meetings and moments of reflection on practice; (7) Recognition and sense of belonging, related to the strengthening of the desire to become a teacher despite social perceptions of devaluation. The analysis demonstrates that PIBID plays a central role in the construction of teaching identity in Physical Education by inserting undergraduate students into the school routine and fostering the development of knowledge, skills, and reflections essential to teaching practice. The program helps fill curricular gaps, promotes integration between theory and practice, and strengthens the sense of belonging to the profession. Moreover, it benefits not only students but also supervising teachers and coordinators, establishing itself as a space for both initial and continuing teacher education.