Resumo

SILVA, Fabrício Oliveira da  e  ALVES, Ingrid da Silva. PIBID CONTRIBUTION TO PROFESSIONAL PRACTICE: learning of teaching by homology in initial teacher education. Rev. Exitus [online]. 2020, vol.10, e020104.  Epub 31-Mar-2022. ISSN 2237-9460.  https://doi.org/10.24065/2237-9460.2020v10n1id1499.

This article deals with learnings built by the relationships the subject experiences during the initial teacher education process, with a special focus on the contributions of the Institutional Program of Teaching Initiation - PIBID. It aims to understand the undergraduate students’ learning process from the relationships obtained by the homological action that is established between teachers in initial education and teachers in service in Basic Education. The article is based on the principles of qualitative research, with narrative interviews as a research device. The discussions were made based on Silva (2017), Freire (1996), Minayo (2008), Dutra (2010), among others, who address characteristics about relational learning in initial teacher education. As a result, the study shows that these relationships present in the school environment influence directly the teacher in initial education’s learning and process of identity construction.

Palavras-chave : Experiential learning; Homology; Initial teacher education; Teaching in basic education.

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