TEACHER PROFESSIONALIZATION: CONSTRUCTING KNOWLEDGE BASED ON PRACTICE IN PIBID

In the last three (3) decades, a number of studies have emerged on the stage of research in education, emphasizing the training of teachers as an alternative for improving the quality of teaching. Researchers sought a knowledge base that characterizes the teaching profession. These surveys have infiltrated Brazil influencing public policy. The PIBID comes amid these discussions as an alternative for the betterment and improvement of the quality of initial teacher training. Therefore, this research aims to reflect on the implications of PIBID in the constitution of knowledge of teaching fellows subproject Biology, Federal Institute of Education, Science and Technology of Rio Grande do Norte, Campus Macau. For this, we consulted the works of Tardif (2013), Shulman (1987), Gauthier et al. (1998), Pepper (2005), Cunha (2004), so this theoretical construct is configured as literature. The results showed that the performance in PIBID undergraduates approaching the school reality, helping scholars associate theory to practice. This helps in mobilizing various knowledge as curriculum, the pedagogical action and experiential. Thus, the PIBID is an important tool in the construction of teacher professionalization.