Resumo

CIRIACO, Klinger Teodoro  e  SANTOS, Yandra Karla dos. PIBID AS A COLLABORATIVE SPACE IN THE INITIAL TRAINING OF TEACHERS WHO TEACH MATHEMATICS. Práx. Educ. [online]. 2020, vol.16, n.43, pp.569-595.  Epub 24-Nov-2023. ISSN 2178-2679.  https://doi.org/10.22481/rpe.v16i43.6508.

Abstract: The article reports results of an investigation with the objective of understanding how the collaborative practice of studies, reflections and interventions of a group of initiation to teaching is constituted as a shared learning space "of" and "about" teaching in Mathematics. For this, a theoretical framework is adopted that deals with initial teacher training and collaborative practices. The methodology is part of the field of qualitative studies in education, of an analytical descriptive character, in which the data were produced based on semi-structured interviews with two members of the Institutional Program for Teaching Initiation Scholarships (PIBID), one graduate and one fellow. From the data analysis, it was possible to portray that the program has constituted, since its implementation in 2014 at the University with which we work, a space for the learning of future teachers based on collaborative dynamics, which contributed greatly to overcoming the difficulties in Mathematics, as well as for the training of those involved with regard to aspects of didactic knowledge for teaching and mathematical knowledge to approach certain content in the classroom. In addition, inclusion in PIBID resulted in a change in attitude towards the discipline and also provided the collaborators with an identity with research in this field.

Palavras-chave : Initial formation; Teaching Initiation Program; Collaboration; Mathematics teaching.

        · resumo em Português | Espanhol     · texto em Português     · Português ( pdf )