A sala de aula como ponto de partida: aprendizagens formativas no Pibid/Inter/Educação do Campo/ UFU (2015-2017)

Abstract

This Course Conclusion Paper aims to analyze the identity and professionalism of teachers built from the reports of the Institutional Program of Interdisciplinary Teaching Initiation Scholarships (Pibid), on Field Education, the Federal University of Uberlândia, between 2015 and 2017. As a methodological approach, we opted for the documentary analysis of the three Activity Reports, produced annually. From a qualitative research perspective, from this documentary analysis three categories emerged: training and learning; materialization of interdisciplinarity and, finally, contradictions and reproductions at university and school. For each category, various activities and reflections on the constitution of teaching identity and professionalism, in formation in undergraduate courses and participation in Pibid in this formative process. How did Pibid's space and time, from this interdisciplinary experience, provoke reflection and dialogue for teacher education? What activities were performed from an interdisciplinary perspective? These problematizations are intended to be analyzed in this paper.