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This article aims to analyze the contributions of the Institutional Program of Teaching Initiation Scholarship (PIBID) for Geography teachers’ training at the Institute of Socioenvironmental Studies (IESA) at the Federal University of Goiás (UFG). From documents elaborated by the federal government, we highlight the objects of PIBID at the same time that we question the relevance of this program as an answer to the demands of our current society. We add to this discussion the dialogue about the work developed by PIBID in Geography (IESA/UFG) through an analysis of its acitivities. Considering the Brazilian scenario, we evaluate this program, highlighting its possibilities about its continuity or rupture trhough a debate started with the promulgation/revocation of the Ordinance no46/2016, which ruled the reorganization of PIBID. The debate about the instabilities around this program is inserted in a context of political vulnerability in Brazil, which directly affects the education which, in turn envolves, amongst others, teacher training in high level, and teaching performance, in basic education.

As contribuições do Programa Institucional de Bolsa de Iniciação à Docência para a formação de professores de Geografia