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The present article is an experience report and presents a reflection of the experiences during the permanence in the Institutional Program of the Initiation to Teaching Grant (PIBID), through the development of the activities carried out during the PIBID Biology of the Federal University of Roraima, in the State Schools Maria das Dores Brasil and Olavo Brasil Filho, in Boa Vista / Roraima, from October 2014 to February 2018. One of the objectives of the Program is to anticipate the professional experience lived in the daily life of the school and the classrooms of the basic education. It is worth noting that the anticipation of this daily coexistence contributed greatly to the process of teacher training, during the course of the program we have the opportunity to combat some fears such as, for example, the fear of developing curricular activities and even just being in front of a class with about of 30 high school students and this was being overcome day in and day out in the classroom. In the first few days I noticed a certain amount of nervousness as a beginner, surely most of the graduates feel a little afraid of not being able to control the group and develop the proposed work, besides the natural shame of those academics who are more timid, unlike others who are more extroverted and have a little less difficulty to stay ahead of the classroom and perform some activity or teach a class for teenagers. This opportunity that the program offers us is very important, because after a few days of this coexistence in the classroom, we realize that the students become accustomed to our presence in the room and even begin to enjoy it since they have more assistance during the classes and many ask for our help and explanation about the content they are studying, so we see that living with both students and teachers is not so scary. For those of us who choose to study for vocation because we really like it, we love the profession, it becomes something routine and natural. I believe, as an undergraduate in the field of education and future professor of biology, that this experience was and continues to be valid and useful, because it has helped us a lot in some issues related to professional training, for example. What do we learn in theory is actually used in the classroom? What is really necessary for the educator to learn? Knowing the content guarantees the student's learning? What knowledge does the licensee need to be an educator? The opportunity that I and my classmates have had both in the pedagogical part and in the practical part helps us to answer some of these questions. Being able to share with the supervising teacher the activities developed during a few years in the classroom enriches our curriculum and our academic background, the theoretical and practical experience gained as apprentices has made us reflect that we will always be faced with some routine issues that arise in the classroom and that we learn together with supervisory students and teachers. This experience in the program has also helped me, namely, what kind of professional I want to become and most importantly the kind of teacher I do not want to be when I'm in the job. Besides the fact that it is very useful for the students during their graduation to do this junction of everything that we learned during the theoretical classes of the disciplines that deal with the pedagogical part of the curriculum and the practical action in the classroom with the students, it is possible not only to be aware of all the problems and difficult situations that we may face during the exercise of the profession, but also depending on the posture of some teachers who are already active and with several years of experience know what we should or should not do, in addition, with the time spent in PIBID and the experience I had in the stages we have to do had an issue that was very clear to me, I was already sure that I chose the right course despite all the difficulties I want to be a teacher and now I know that I identify much more with high school students than with elementary school students. During these almost four years in which I was part of the program, I developed together with pibidianos colleagues and our supervising teacher some projects and some interesting activities and classes that the students liked and participated actively they like very much when the class is different, so any activity that bring something new that leaks a bit from the chalkboard and chalk makes them more interested especially if it is some kind of didactic game. I can mention here a game that was made by the students of the Olavo Brasil school, where they with our instructions did everything, we took two classes to finish and at the end the game was baptized Ecological Deck and the students had fun playing and among all the activities developed in PIBID we highlight two in particular: i) the vegetable garden project in the school; ii) Brazilian biomes project. The first one we developed at the State School Maria das Dores Brazil, where we realized the implantation of a school garden with the students of the classes of the second year of high school and it was very gratifying to see the students participating in this activity; the project included studies, discussions, planning, preparation of materials, planting of seedlings, irrigation, elimination of invasive plants and culminating in the harvest. The students got involved from start to finish with a lot of interest and dedication, especially the day we got together to prepare everything, cut and paint the tires and bottles, prepare the soil and plant the seeds that resulted in a beautiful vegetable garden, well structured and functional, because the harvest was used in school meals. The other activity that we developed as pibidianos was the project that we carried out in an interdisciplinary action with the professor of Geography at the State School Olavo Brasil Filho. Initially there was the study of the contents referring to the Brazilian biomes in the room with the purpose of knowing the different biomes, highlighting the environmental impacts and the means for preservation of each biome. Then, each class was responsible for choosing impact phrases and images to represent one of the biomes and in the end was done by the students themselves who during the biology and geography classes were taking turns to do the painting inside the walls of the school with the phrases and figures related to the various types of biomes found in Brazil. The result was impressive, it gave color to the walls of the school and it was evident the satisfaction of the students for having participated actively in the project, expressing creativity and different abilities, which was very gratifying to us because it was not only the students who participated in the project, but all students and school staff were satisfied and liked the result. During this experience we realize how important it is that knowledge exchange and continuous learning take place. It is important that during the course of our graduation we have the chance to do this integration of theory and practice, since the theoretical knowledge obtained at the University are experienced in schools through the PIBID. Thus, we have the opportunity to understand in practice how the process of teaching learning occurs with the students of basic education, we learn the ways and we perceive the resources that we can use in the future. In this way, when we are working in basic education institutions, we can develop a good job and we can contribute to the formation of students as reflective and critical citizens.

RELATO DE EXPERIÊNCIA DO PIBID BIOLOGIA DA UFRR