BEING A TEACHER AT PIBID: A HETEROTOPIC SPACE IN THE TEACHING INSTITUTION

Abstract

This article proposes an analysis of the discursive space of initial teacher education in the PIBID/Chemistry of a federal university, with the objective of understanding it as a space for practices and formation of subjects. The analyzes were based on the discursive practices of the scholarship holders. Theoretically and methodologically based on Foucault, we seek ways that allow PIBID to be understood as a heterotopia and make it a space of multiplicities and experiences. In the process of being PIBIDians, the scholarship holders are as much producers of the discourses and materialities they produce and put into circulation, as much as the institutionalized project itself.