The Construction of Teacher Identity in PIBID

Reflections based on the experiences of UFOP Philosophy student-teachers at IFMG – Ouro Preto Campus

Abstract

Initial teacher education is a process marked by the articulation between theoretical knowledge, practical experiences, and the construction of professional identity. In this context, the Institutional Program of Teaching Initiation Scholarships (PIBID) stands out for promoting closer ties between universities and schools and for providing undergraduate students with concrete experiences of daily school life. This article aims to analyze how participation in PIBID contributes to the construction of the teaching identity of Philosophy undergraduates, using as a source of analysis the accounts produced by the scholarship holders themselves during the activities carried out in the program. It is a qualitative analysis of experience reports written by undergraduates from the Philosophy Teaching Degree program at the Federal University of Ouro Preto (UFOP), who are participants of PIBID and involved in Philosophy teaching activities at IFMG - Ouro Preto Campus. The analysis was organized around three categories: construction of teaching identity, connection between theory and practice, and challenges of teaching Philosophy. The results show that the insertion of undergraduates into daily school life contributed to the deconstruction of idealized conceptions about teaching and to the understanding that teaching work goes beyond content mastery and lesson planning, requiring reflection, adaptation, mobilization of different kinds of knowledge, and the ability to deal with unpredictable situations. It is concluded that PIBID constitutes a privileged space for initial teacher education and for the early construction of professional teaching identity, by integrating theory and practice and fostering continuous processes of experience, reflection, and learning.