Caminhos da formação docente: experiências no PIBID e no estágio supervisionado na escola estadual Tomaszinho Meirelles - Parintins/Am.

Abstract

This final course project analyzes the role of Supervised Internship and the Institutional Scholarship Program for Teaching Initiation (PIBID) in the initial training of History teachers, based on experiences lived at the Tomaszinho Meirelles State School in Parintins-AM. Its objective is to understand how these practices contributed to the development of teaching knowledge and the construction of a critical perspective on Basic Education. The methodology adopted was qualitative, based on observation of daily school life, teaching practice, and analysis of pedagogical practices carried out within the scope of the supervised internship and PIBID. The results indicate that the integration between theory and practice, anchored in the PIBID project, favored reflection on themes such as gender, social inequality, and anti-racist practices, in addition to revealing the challenges in the execution of pedagogical activities. It was concluded that the Supervised Internship and PIBID play an essential role in teacher training.