YOUTH PROJECT AND INITIAL TRAINING OF TEACHERS OF GEOGRAPHY BASED ON PIBID

Abstract

This article aims to contribute to the debate proposed by the “III Regional Meeting of Geography Teaching Practices (EREPEG): curricular retrospectives and perspectives for geography teaching" with the discussion held at the roundtable entitled "Geography teaching: curricular practices and experiences ". This work corresponds to the initial questions of a doctoral research in geography in the UFPB Postgraduate Program in geography, started in 2016, that focuses on the contribution of the Institutional Scholarship Program for Teaching Initiation (PIBID) for the initial training of geography teachers. Furthermore, we seek to reflect on the identity construction of the project of youth with these PIBID students in the development of their professionalization for the teaching profession. Therefore, we aim to discuss to what extent the PIBID contributes to the initial formation of geography teachers considering the construction of their teaching knowledge related to: geography, pedagogical-didactic and experiential knowledge in the consolidation of the pedagogical praxis (NÓVOA, 2009; TARDIF, 2010; PIMENTA, 2012). Consequently, we assume that the consolidation and defense of the teaching profession areconstituted in different spaces: from the school one, where the PIBID subprojects aredeveloped, up to the virtual and face-to-face demonstrations in defense of this public policy. Each one of them can help the identity constitution regarding "being young", "being a PIBID student" and "being a teacher".