Contribuições do PIBID na formação do professor de Matemática

Abstract

This dissertation presents the results of a research that aimed to understand how the Institutional Scholarship Program for Teaching Initiation — PIBID contributed to the improvement and enhancement of teacher training for basic education. The general objective of this study is to analyze how the program contributed to the training of Mathematics teachers, discussing the contributions in the initial training of teachers from 2010 to 2020. The dissertation is organized in multipaper format and consists of two articles, which have as an objective (i) to identify how teacher training has been discussed through the objectives defined in the research, according to the inquiring directions and results obtained; (ii) to analyze the works published in available research journals evaluated by the Coordination for the Improvement of Higher Education Personnel (CAPES) with qualis A1 and A2, with the purpose of discussing the contributions of PIBID on the initial formation of the Mathematics teacher, from the point of view of these authors. For this, a survey of the State of Knowledge was carried out, through which three data sources were investigated, which discuss the training of teachers through the PIBID program, using the systemic methodology and Content Analysis to explore the data collected. These were positive, as they showed benefits such as bringing the future teacher closer to the school and the school to the university, encouraging teaching, thus encouraging the student's permanence in the Mathematics degree. Furthermore, PIBID makes it possible to value the didactic experience, expanding pedagogical knowledge.