PIBID: significados na formação inicial de professores de matemática

Abstract

The research presented falls within the field of initial teacher training. It was born from the reflections about the Institutional Program of Initiation to Teaching Scholarships (Pibid) in the course of Mathematics Degree at the IFES Cachoeiro de Itapemirim campus. Pibid, a program proposed by the MEC / CAPES for the improvement and enhancement of teacher education for basic education, aims to support the teaching of undergraduate students, in order to enhance the teaching profession and contribute to raising the standard of education. quality of basic education, the integration between theory and practice and between university and school. The general objective of this research was to show the meaning of Pibid for students, teachers in training in the Mathematics Degree Course at the IFES Cachoeiro de Itapemirim campus. For this we ask: What meanings are assigned by the students of the degree in mathematics, referring to the mathematical knowledge, from the point of view of teaching, developed in Pibid? We start from the assumption that the Pibid has been providing the insertion of the licenciando in the classroom and in the school culture of Basic Education, favoring the practice of teaching at the beginning of its formation. In the research we used a qualitative approach with data collected through a questionnaire for personal and professional characterization of the participants; semi-structured interviews with Pibid fellows (graduates, supervisors and area coordinators) and students in mathematics, and a documentary analysis of the Pibid reports. For the literature review, we focus on theoretical constructs such as: teaching practice, teacher professionalization, teaching work, teacher training, teaching and teacher knowledge and pedagogical knowledge brought by authors who reflect on the knowledge necessary for teaching, which can be acquired in the initial training, others for the entire teaching life. These are studies that indicate the potential of teacher education and the teaching practice necessary for the initial teacher training and especially the future teacher of mathematics. In order to examine the discourses of Pibid scholarship holders, we used Multidimensional Data Analysis, using the method of analysis of similarity and Coesitive analysis using the software CHIC (Hierarchical, Implication and Coesitive Classification). As a hypothesis it is possible to affirm that the significance of the impacts of the actions and / or activities carried out by the Pibid math subproject at the IFES Campus Cachoeiro and the partner schools are positive, and that for the initial training of the math teacher, Pibid has contributed to their improvement, giving them practice, reflection on the practice and integrating them into scientific research and dissemination activities