(2018-12-28) Barros, Thalita Maciel Melero; Costa, Katia Maria Guimarães; http://lattes.cnpq.br/4801914492093251; Costa, Kátia Maria Guimarães; http://lattes.cnpq.br/4801914492093251; Bezerra, Jaqueline de Araújo; http://lattes.cnpq.br/4616893220707322; Salazar, Deuzilene Marques; http://lattes.cnpq.br/4519799169077909
The Institutional Program for Teaching Incentives (PIBID) aims to value and encourage teaching, contributing to the search for quality teacher education through contact with the reality of the school that helps you think and solve challenges. Activities were carried out during the academic year 2015 through PIBID at the Ruy Araújo State School through the subproject of the Chemistry area. The present work aims to analyze the training experiences experienced in the initial formative process of a undergraduate student in PIBID / IFAM. The research developed in a qualitative and autobiographical approach, reflecting on relevant aspects of the formative experience within PIBID. The activities carried out were through participation in weekly meetings, planning and production of an intervention project based on observations made at the school. PIBID / IFAM contributed to professional development for a chemistry teacher to reflect, research and learn about their future teaching practice.
