SUBJECT AND KNOWLEDGE IN THE FORMATION OF THE GEOGRAPHY TEACHER IN PIBID

Abstract

The study results from the experience as coordinator of the subproject Geography of PIBID at the Universidade Federal de Juiz de Fora, in the period from June 2016 to March 2019. In this period the PIBID was deployed in a total of 06 schools in the city involving dozens of students from the course of Degree in geography of UFJF.

Throughout this experience, the important role that the program has in the initial formation and in the continuing education of teachers was evidenced. By enabling premature professional socialization, the PIBID contributed significantly to the undergraduate students to reflect critically on the issues to be faced in the everyday school life. Which, in turn, resulted in a set of gains relative to its initial formation.Like wise, the teachers-supervisors were challenged to rethink their praxis in the light of the questions and contributions brought by the graduates from their experiences at the university. Thus, this text intents to present some of these contributions in the formative process of these two subjects directly involved in the realization of the sub geography. In addition to emphasizing the indispensable relationship between university-school as formative spaces for both. Its objective is to contribute to the debate on the relevance of the PIBID as an important pedagogical strategy in the training of professionals engaged with the school reality.