BEIJA-FLOR: WHEN THE APPROXIMATION WITH THE PROFESSIONAL CONTEXT OF FUTURE TEACHERS OCCURS AT THE INTERFACE BETWEEN TEACHING, RESEARCH AND EXTENSION

Abstract

This text aims to analyze the impacts of the Beija-flor project on the training of teacher researchers, focusing on its pedagogical praxis at the interface between teaching, research and extension. The Beija-flor Circuit is a teaching and extension project that involves the internal and external educational community of the Federal Institute of Goiás. During the project, undergraduate students who are in internship or participate in programs such as Pedagogical Residency and PIBID are collaboratively guided by teachers from IF Goiano and basic education for the development of action research projects. These projects focus on strategies and didactic resources based on socio-environmental issues and the Sustainable Development Goals (SDGs). In this way, through supervised immersion in the school, the undergraduates problematize educational needs, raise hypotheses, elaborate and develop projects, culminating in the realization of pedagogical stations in the Beija-flor Circuit. These stations involve both the school where they carry out the internships and other institutions, covering, on average, eight schools and approximately 800 students per edition. The results show that the Beija-flor project strengthens teacher training by integrating teaching, research and extension, providing a practical immersion of the undergraduates in the school reality. The initiative encourages an investigative stance, pedagogical innovation and dialogue between teacher trainers and teachers of basic education. However, challenges, such as the difficulty of participation of working students and the need to expand the scope of the project, indicate ways for its improvement.