Resumo

OLIVEIRA, Cláudio José. The Institutional Scholarship Program of Teacher Induction (PIBID) and mathematics teacher education. Sér.-Estud. [online]. 2014, n.38, pp.223-235. ISSN 2318-1982.  https://doi.org/10.20435/2318-1982-2014-v.38(14).

This paper aims at presenting the results of an ongoing research (2012-2013) that has sought to produce data about the Institutional Scholarship Program of Teacher Induction (PIBID) in a communarratives of "Pibidian" students taking Pedagogy and Mathematics courses and discuss the effects of truth on their education. In order to produce data, we used the Discussion Group (DG) technique. The research material was organized through the transcription of collective interviews and field notes. In the analysis, we problematized PIBID as a space of power relations that have fostered both normalization to instrumentalize future teachers. Hence, by thinking about the experiences lived by students participating in PIBID, it is possible to infer that such experiences have established truths about mathematics teacher education.

Palavras-chave : Teacher Education; Mathematical Education; PIBID.

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