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Aprender e ser professora e professor da Educação Básica: o PIBID e a Pós-graduação enquanto espaços-tempos de travessias e pesquisa-vida-formação
(Universidade Federal de São Carlos, 2026-02-28) Aquino, Ana Laura Cruz; Aygadoux, Bárbara Cristina Moreira Sicardi; https://lattes.cnpq.br/9746628149674449; https://orcid.org/0000-0001-5097-459X; https://lattes.cnpq.br/6272116934763816; Carril, Lourdes de Fátima Bezerra; Gonçalves, Rafael Marques; https://lattes.cnpq.br/0328730975862213; https://lattes.cnpq.br/0460662499829326; https://orcid.org/0000-0002-9038-1542
This research intends to investigate how participation in the Institutional Program for Teaching Initiation Scholarships (PIBID) and entry into Graduate Studies act as transformative spaces in the constitution of teaching identity and in the professional learning of Basic Education teachers. It is structured under the metaphor of "Crossings" (Travessias), understood as movements of change where the subject transforms by leaving something behind and finding new meanings on the other side. It seeks to understand the contributions of PIBID and Graduate Studies to continuing education, questioning what motivates teachers to participate in these spaces and what changes occur in their professional trajectories. The focus lies in the reflection on one's own training, assuming the perspective of teacher-researcher-author. Through an (auto)biographical approach and hermeneutics, the study is based on authors such as: JOSSO (2009): for understanding experience as a possibility for formation and the concept of the “hinge moment”; Nóvoa (2002): for the idea that teaher training occurs in the collective, in dialogue and in the sharing of experiences “within the profession”; RICOUER (2007): for the visibility of personal/collective life and the meaning given to events through narrative.