Processo de iniciação à docência de professores de matemática: olhares de egressos do PIBID/UFSCar

• Autor(a) principal: Silva, Danielli Ferreira
• Data de Publicação: 2014
• Tipo de documento: Dissertação
• Idioma: por
• Título da fonte: Repositório Institucional da UFSCAR
• Texto Completo: https://repositorio.ufscar.br/handle/ufscar/2724
• topic: Professores - formação; Iniciação à docência; Aprendizagem docente; Programa Institucional de Bolsas de Iniciação à Docência; Initiation into teaching; Teacher learning; Teacher training; CIENCIAS HUMANAS::EDUCACAO

This research aims to understand the process of initiation into teaching of graduates of Institutional Scholarships Program initiation into Teaching (PIBID) at the Federal University of São Carlos, in the area of Mathematics. In order to identify the contributions and limitations of this formative process, under the gaze of the scholars graduating from the same, we seek to answer the following question: what are the main guiding perceptions of the graduates of the PIBID/UFSCar of Mathematics in its process of initiation to teaching, about difficulties and learning of teaching career? We left a few theoretical assumptions of the learnings teachers (MIZUKAMI ET. AL., 2003; TANCREDI, 2009, GUARNIERI, 1996, 2005), and in particular, the initial stage of career (HUBERMAN, 1995; VEENMAN, 1988; CAVACO, 1995; MARCELO GARCIA, 1999; TARDIF, 2012), which has its own characteristics and is usually marked by feelings of "survival" and "discovery" that may influence the permanence or not on teaching career. For recognition of the scenario, identifying the dynamics and particularities of the programme at the national level and institutional, were used documents, projects and publications. For data collection we chose three steps. First perform the mapping of the scholars who participated in the program, in which count 35 scholars in 3 years of subproject and routing of a questionnaire. The initial questionnaire included data about initial training, training in the PIBID and professional experiences, including teaching jobs or not, in order to draw the profile of the scholars and alumni. This step also seek to identify the graduates who followed the teaching career for the deepening of the data thus followed five subjects for the second step. This was created by the analysis of the reflective writings of graduates still at the beginning of their careers, in order to identify and: the main activities developed in the PIBID. In the third and final step, we conducted interviews with four subjects employees (Amanda, Beatriz, Olavo and Viviane), teachers graduates, in order to understand perceptions about the process of training, entry into the profession and future prospects. We look to analyze data from graduates of the PIBID/UFSCar/Mathematics through their difficulties and learnings narrated, composing two axes of analysis: (1) Characteristic Aspects of early career and (2) Dichotomies and joints of training and professional practice. The characteristics and feelings of teachers beginners pointed by literature are revealed in all the subjects ' initiation process, starting in experiences in the following program in the early years of teaching, but with few indications that some difficulties are overcome by the learnings generated at the time of formation, which contributes to the professional insertion. The program also seeks to provide the articulation between theory and practice to licenciandos, seeking to overcome the dichotomies between School Mathematics and mathematics academic training that reflects directly in professional practice. Also highlight the continuing training, realize their trajectories, their gaps, difficulties arising from inexperience. However, are reflective and interested in becoming increasingly better teachers and to develop professionally in career.