Becoming a teacher through the creation of “blind dodgeball” in a pibid physical education experience: Between fear, boldness, autonomy, and being more

Abstract

This article analyzes the formative experiences of students from the Institutional Scholarship Program for Teaching Initiation (PIBID) in the Physical Education subproject at the Federal University of Lavras, based on their narratives about the creation of the game “blind dodgeball.” Using a qualitative, descriptive, and interpretive approach, the study employed Bardin’s Content Analysis combined with the concepts of Paulo Freire, Jorge Larrosa Bondía. The pibidianas’ narratives reveal the process of becoming a teacher as a journey between fear and courage, marked by autonomy, collective creation, and lovingness. The findings show that PIBID, by fostering dialogue between university and school, becomes a fertile ground for critical and sensitive teacher education, where teaching turns into experience, error becomes learning, and affection becomes knowledge. The “blind dodgeball,” created collaboratively with students, symbolizes the school’s power as a producer of culture and teaching as a practice of hope.