O PIBID NA CONSTRUÇÃO DA IDENTIDADE DOCENTE A PARTIR DO TERRITÓRIO E DA CULTURA NORTE-TOCANTINENSE

Abstract

The Institutional Program for Teaching Initiation Scholarships (PIBID) plays a central role in initial teacher training by linking theoretical foundations with practical experience in the daily life of basic education and fostering pedagogical praxis within the school environment. This article investigates how activities carried out under the Geography sub-project at the Federal University of Northern Tocantins (UFNT) foster the construction of teaching identity through the lenses of territoriality and regional culture. Adopting a qualitative, critical-analytical approach based on the analysis of lesson plans, intervention reports, and field journals, the study focuses on pedagogical initiatives with significant community impact, such as the Soil and Rock Exhibition at Francisco Máximo State School, the "D-Day" on Wildfires in Tocantins at Guilherme Dourado State College, and Environment Week activities at Adolfo Bezerra de Menezes State School. The findings demonstrate that the pedagogical mediation of spatial content—when grounded in the recontextualization of local cultural and environmental elements—redefines learning for public school students and directly contributes to the professional development of pre-service teachers. The study concludes that the engagement fostered by the UFNT Geography PIBID consolidates teaching identity not in the abstract, but through reflective action on practice, thereby shaping educators committed to the socio-spatial specificities of the Northern Tocantins region.