<?xml version="1.0" encoding="ISO-8859-1"?><article xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink" xmlns:xsi="http://www.w3.org/2001/XMLSchema-instance">
<front>
<journal-meta>
<journal-id>1516-7313</journal-id>
<journal-title><![CDATA[Ciência & Educação]]></journal-title>
<abbrev-journal-title><![CDATA[Ciência educ.]]></abbrev-journal-title>
<issn>1516-7313</issn>
<publisher>
<publisher-name><![CDATA[Universidade Estadual Paulista (UNESP)]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S1516-73132022000100221</article-id>
<article-id pub-id-type="doi">10.1590/1516-731320220023</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[Uma revisão bibliográfica sobre a construção da identidade docente no Programa Institucional de Bolsas de Iniciação à Docência na formação inicial de professores de Ciências e Biologia]]></article-title>
<article-title xml:lang="en"><![CDATA[A bibliographical review on the construction of teaching identity in the Institutional Program for Teaching Initiation Grants in the pre-service training of Science and Biology teachers]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Souza]]></surname>
<given-names><![CDATA[Juliana Brandão de]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Dias]]></surname>
<given-names><![CDATA[Viviane Borges]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidade Estadual de Santa Cruz (UESC)  ]]></institution>
<addr-line><![CDATA[Ilhéus BA]]></addr-line>
<country>Brasil</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>00</month>
<year>2022</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>00</month>
<year>2022</year>
</pub-date>
<volume>28</volume>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S1516-73132022000100221&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S1516-73132022000100221&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S1516-73132022000100221&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo: Este trabalho objetivou caracterizar um recorte da dissertação de uma das autoras sobre as contribuições do curso de formação de professores de Ciências e Biologia, para a construção da Identidade Docente dos licenciandos, com ênfase nas oportunidades de iniciação à docência, ainda durante a formação inicial. De abordagem qualitativa, recolhemos dados em artigos sobre o PIBID que envolvem alunos do curso de ciências biológicas ou em conjunto com licenciandos de outros cursos. Os resultados sinalizam que o PIBID tem contribuído significativamente para a aprendizagem e desenvolvimento da Identidade Docente dos licenciandos. Entretanto, foram constatados limites e contradições, entre eles, a qualidade do acompanhamento e aperfeiçoamento de algumas práticas desenvolvidas durante o Programa, a necessidade de expansão da oportunidade aos demais licenciandos, além dos questionamentos sobre a necessidade de agregar na configuração curricular dos cursos de licenciatura as oportunidades desenvolvidas durante o PIBID.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract: This study aimed to characterize an excerpt from the dissertation written by one of the authors about the contributions of the Science and Biology teacher training course on the building of the teaching identity among undergraduates, by emphasizing the teaching initiation opportunities during pre-service training. Following a qualitative approach, we collected data from papers about PIBID that involve students in the undergraduate programs in Biological Sciences (teacher education) or together with undergraduates in other programs. The results pointed out that the PIBID has significantly contributed to the learning and development of the teaching identity of the undergraduates. However, limitations and contradictions have been detected, including: the quality of monitoring and improvement of practices in the Program, the need to extend opportunities to other undergraduates, in addition to questions about the need to aggregate opportunities developed during the PIBID to the curricula in undergraduate teacher education courses.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Ensino de biologia]]></kwd>
<kwd lng="pt"><![CDATA[Formação de professores]]></kwd>
<kwd lng="pt"><![CDATA[Identidade docente]]></kwd>
<kwd lng="pt"><![CDATA[Revisão bibliográfica]]></kwd>
<kwd lng="en"><![CDATA[Biology teaching]]></kwd>
<kwd lng="en"><![CDATA[Teacher training]]></kwd>
<kwd lng="en"><![CDATA[Teaching identity]]></kwd>
<kwd lng="en"><![CDATA[Bibliographical review]]></kwd>
</kwd-group>
</article-meta>
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