Resumo:
Our objective in this research is to characterize the Institutional Teacher Initiation Scholarship Program (Pibid) as a space for articulating socio-environmental themes and the initial education of Natural Sciences teachers, based on the analysis of theses and dissertations in Environmental Education (EE) that study the program and the actions it develops. The research is qualitative, State-of-the-Art, whose documentary corpus, composed of ten works, was constructed from the Fracalanza Platform of the EArte Project, with a time frame from 2007 to 2023. The procedures for the construction, systematization, and analysis of the data are guided by Bardin's Content Analysis. We mapped the institutional and temporal characteristics and the geographical distribution of the theses and dissertations in the corpus, in addition to systematizing and grouping their objectives, highlighting the tendency to investigate and analyze experiences in which EE-oriented practices are developed by teachers in initial education who participate in Pibid and implemented in the context of basic education. From the analysis of the documentary corpus, two categories emerged: i) Pibid as a space for the approach to EE in the initial and continuing education of Natural Sciences teachers and in school context; and ii) Pibid as a space for teacher professionalization. In the second category, we weave our reflections based on the subcategories: a) Professionalism and the construction of the teacher's professional identity; and b) Development, reflection, and research of pedagogical practice. Although Pibid offers numerous contributions to the initial and continuing education of teachers, we understand that actions in the area of EE and socio-environmental themes need to be expanded, especially from a critical perspective that goes beyond merely conservationist, individualistic approaches focused solely on environmental issues. We also note that Pibid reflects the tensions and disputes that occur within teacher education programs, not overcoming the dynamics and limitations inherent in teacher training in Brazil, implying the need for curricular and institutional reforms that overcome the fragmented logic of teacher education. Finally, we reaffirm the importance of Pibid being guaranteed as a universal, permanent policy, protected from discontinuities and governmental interests that mitigate its potential. In our perspective, such opposition to the maintenance and expansion of Pibid is also an objection to the social and professional recognition of Brazilian teachers.
