Autobiografia como instrumento no processo identitário do docente: uma reflexão sobre vivências no Pibid

Abstract

Much has been discussed about the importance of the Programa Institucional de Bolsas de Iniciação à Docência, PIBID, as well as about the contribution that such program offers to teacher, since it intends to promote the initiation of the undergraduate in the school environment of the education network in addition to bringing the student closer to teaching practice (NÓVOA, 2013; ROMERO, 2017). Thinking about this, I intend, through an autobiography, how the program helped in my training and the experiences that made the construction and reflection of my teaching identity possible, taking into account my development as a undergraduate, since the teaching practice is aligned with the formation of the individual's identity (HALL, 2006; BARCELOS, 2016). In this bias, Zabalza (2004), Nóvoa (2013), Barcelos (2016), assert that the teacher is constructed from the experiences according to the context in which he is and not only based on the contents proposed in training courses. Inserting myself in this research area, I analyze how I, as a Letter’s student, evaluate my participation on PIBID, my contributions during the participation in the program and difficulties during the work. I analyze, through Functional Systemic Linguistics (White and Martin, 2005), how my experiences and challenges mean according to the attitude subsystem. With the elaboration and analysis of the autobiography I could see that the reflection about my teaching practice allowed me to reframe my actions, transform my conceptions about teaching-learning, perceive and value the help of others, in addition to showing how much PIBID influenced my identity teacher.