ABSTRACT
From a project at a public university in State of Goiás, during two years of implementation of PIBID, Institutional Scholarship Program Introduction to Teaching, in the area of Language Teaching, this paper claims to investigate and discuss the experiences developed by this educational program to undergraduate students with regard to their initial teacher training and the construction of their professional identities. For this, a case study of qualitative-interpretative was conducted with a group of pre-service teachers. Researcher’s view on narratives inquire, as an observer-participant and subproject coordinator, is base for interpreting this work, and also the following research tools collected from the participants: life stories, semi-structured interview and reflection and collaboration sessions promoted during some weekly group meetings. Results indicate the potential relevance of the project for strengthening the teaching professional identity - both in terms of practice and research in the classroom - at the same time it shows obvious need for monitoring of other policies and other educational activities aimed at undergraduate with regard to the empowerment of the future teacher for continued career after the graduation.
Palavras-chave:
PIBID; Experiences; Teacher’s identity