Contribuições do PIBID - Pedagogia para a formação inicial de uma professora alfabetizadora: um relato de experiência

Abstract

The initial education of literacy teachers and the construction of teaching identity are central themes in the field of education, especially regarding the articulation between theory and practice in the teacher education process. In this context, the present undergraduate thesis aims to reflect, through an experience report, on the contributions of the Institutional Program for Teaching Initiation Scholarships (PIBID) in Pedagogy to my initial teacher education and to the construction of my teaching identity as a literacy teacher. Specifically, I seek to understand how the teaching identity of the literacy teacher is developed and constituted; to analyze how PIBID contributes to the articulation between theory and practice in my professional education; and to reflect on the impacts of my experiences in the program on the construction of my teaching identity as a literacy teacher. Methodologically, this is a qualitative study based on an experience report grounded in my participation in the Literacy Subproject, linked to Campus I of the Federal University of Paraíba (UFPB), within the research group coordinated by Professor Ildo Salvino de Lira. The study is based on the contributions of Ferreiro and Teberosky (1999), Morais (2012), Soares (2026), Tardif (2014), Nóvoa (1992; 2019), Pimenta (1996), among others. The findings indicate that the experiences developed within the program broadened my understanding of the literacy process, particularly regarding children's writing hypotheses, diagnostic assessment, playful teaching strategies, and the mediation of learning. The results also show that the teaching identity of the literacy teacher is constituted as a continuous and dynamic process, built through experiences, interactions, and reflections developed in everyday school life. In this context, PIBID contributes to fostering a more critical, sensitive, and reflective perspective on teaching by promoting an understanding of the teacher as a mediator of the teaching and learning process. Thus, experiences initially marked by insecurity gradually evolved into greater confidence and a stronger sense of belonging to the teaching profession.