O professor da Educação Básica como formador no estágio, na Residência Pedagógica e no Programa Institucional de Bolsa de Iniciação à Docência.

Abstract

This qualitative research is situated within the discussion on teacher education, aiming to understand whether and how Basic Education teachers perceive themselves as teacher educators in initial teacher training programs and supervised curricular internships, specifically the Institutional Teaching Initiation Grant Program (PIBID) and the Pedagogical Residency Program (PRP), both supported by the Coordination for the Improvement of Higher Education Personnel (CAPES). The investigation is theoretically grounded in the convergence of themes such as teacher education, the university-school relationship, professional development of teachers, the teacher as an educator, supervised curricular internships, PIBID, and PRP. A literature review was conducted using the Brazilian Digital Library of Theses and Dissertations and the CAPES’ Theses and Dissertations Catalog, seeking studies that intersect internships, PIBID, and PRP. Three Basic Education teachers participated in the research through semi-structured interviews, with Discursive Textual Analysis (DTA) employed as the method for analyzing the created data. The analysis yielded two metatexts: Reflections on Being a Teacher in Basic Education, which considers the influence of teachers' experiences on their teaching practice, their sense of belonging or not to the teacher education process, reflection on practice and classroom actions, and the role of the teacher as a teacher educator; and Contradictions in the University-School Relationship, discussing the lack of dissemination of university activities and courses in schools and the existing gap between the University, School, and Regional Education Superintendency. Finally, it was concluded that Basic Education teachers see and position themselves as educators of future teachers, fulfilling their role in contributing to the initial teacher education.