Initial teaching training by homology in PIBID: experiential learning from professional practice

Abstract

In this article we discuss homology learning that teachers in initial training, participating in the Institutional Program for Teaching Initiation Scholarships - PIBID, achieve in the relationship they establish with teachers of the basic school. The central objective aimed to understand homological learning in the process of teacher education for undergraduate students in Pedagogy, considering the insertion in the school routine, in which educational experiences are learned and apprehended through the process of relating to the other. As a theoretical framework for carrying out the work, we anchor the analytical perspective from the contributions of Silva (2016), Silva (2017), Nóvoa (2002), Tardif (2003), among others. The study is affiliated with the (auto) biographical approach, in which narratives are central elements for understanding what is lived and learned. We use narrative interviews with information collection devices. The results indicate that the licensee who experiences educational practices in school daily life, while participating in PIBID, has the possibility of generating teaching learning, revealing knowledge about his personal / professional development. It is also evident the production of knowledge that emerges from the experience, from the very insertion of the student in the school routine, in which the relationship that the teacher in initial training establishes with teachers in service generates conditions of learning through homology.