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This paper reports a research that aimed to investigate the reflexes of the Institutional Program for Teaching Initiation Scholarships (Pibid) in the formation of physics teachers of a Federal Institute of Education of the State of Rio Grande do Sul. group of students and graduates of the Physics Degree Course of this institution. The information collection instrument was a questionnaire composed of open-ended questions and addressed questions related to Pibid's main contributions and learning for the initial education and professional development of the subjects involved in the research. The analysis of the questionnaires was performed in light of the theory of teaching knowledge of Tardif (2002, 2007, 2012, 2014) and other educational theorists. It was found that the teaching knowledge permeated all the work done by the scholarship students in the project space allowing to broaden their conception of the teaching work and the professional identity of the teacher.

O Pibid como espaço de construção de saberes docentes em um curso de Licenciatura em Física