O programa institucional de bolsa de iniciação à docência PIBID na formação inicial de professores de matemática

• Autor(a) principal: Moura, Eliton Meireles de
• Data de Publicação: 2013
• Tipo de documento: Dissertação
• Idioma: por
• Título da fonte: Repositório Institucional da UFU
• Texto Completo: https://repositorio.ufu.br/handle/123456789/13924; https://doi.org/10.14393/ufu.di.2013.14
• topic: Formação inicial de professores de matemática; PIBID; Educação matemática; Saberes e práticas educativas; Programa Institucional de Bolsa de Iniciação à Docência - Matemática; Formação de professores - Matemática; Initial training of teachers of mathematics; Scholarship PIBID; Mathematics education; Knowledge and educational practices; CNPQ::CIENCIAS HUMANAS::EDUCACAO

This research sought to understand the space training provided by Institutional Scholarship Program Initiation of Teaching to a group of students of Degree in Mathematics that had activities developed in the same public school. The goal is to qualify them for teaching practice for these basic institutions. We decided to conduct a qualitative study of type ethnographic case study. For a year and a half while we were at the meetings and activities of the Group, we did what we call as a participant observation. To obtain the data, we used different survey instruments: the researcher\'s field notes through his observation of everyday life of the group, photographs and filming of the activities, document analysis and database produced, physically and digitally, in addition to questionnaires and interviews with records written, which complemented each other and helped establish a triangulation of information collected. We analyze the trajectory of the group on three axes: on the first, we present and understand the paths taken by the Group in the process of setting up training spaces, and production of their professional training, in the second, we analyze how the space of PIBID is being integrated with others spaces of formations in the educational institution of the degree course in mathematics and, in the third axis, we understand the process of knowledge production of that group. The trajectory taken by the group was marked by a process of reflection and discussion systematic and collective, which favored the pursuit for be a better professional and also confirmed a possible path to be followed in initial teacher education.