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This paper aims to problematize the contributions of the Institutional Program of Teaching Initiation Scholarships (PIBID) in the academic-professional training of future teachers. The research, based on a qualitative nature, was methodologically anchored on narrative research, taking as corpus of analysis the portfolios of four PIBID scholarship holders in Natural Sciences area, students of a federal university who work in a municipal school of Elementary Education. As results, it has been highlighted personal growth, the overcoming of challenges, self-confidence development and the knowledge (re)building required to the teacher training of those research individuals. Through the research it was evident that PIBID has a positive influence on the academic-professional formation of the undergraduate students, once it allows school experiences in their multiple facets.

INICIAÇÃO À DOCÊNCIA EM CIÊNCIAS DA NATUREZA: NARRATIVAS DE BOLSISTAS SOBRE EXPERIÊNCIAS NO PROGRAMA INSTITUCIONAL DE BOLSAS DE INICIAÇÃO À DOCÊNCIA