A study on the contributions of the program (PIBID) to teacher training in mathematics

Abstract

This Project is part of the research' line "Knowledge and Curricular Practices" that investigates teacher training, curricular practices in schools and the relationship between these practices and students' performance, seeking to build pedagogical knowledge that can support proposals for training courses and more effective pedagogical practices. The purpose of this study is to investigate the contributions of the Scholarship Program for teacher training - PIBID in Mathematics of a Public Institution of Higher Education in a city in the State of São Paulo, analyzing the teaching learning process, conceptions, obstacles and overcoming experiences experienced by future teachers in initial formation during their participation in the Program, through the narratives of these undergraduates in their semester reports delivered. It is a documental and descriptive research, in which the documents, objects of analysis, will be the narratives contained in the reports. Narratives or discursive writings have been reported in the literature as meaningful strategies for initial and continuing teacher training. If they are directed and systematized, they create conditions for reflection on the teaching practice in those contexts of formation and offer the one who narrates and / or investigates a chance to think in more depth, producing and systematizing memories that sometimes tend to be forgotten. It is assumed that the narratives can help the future teacher to expand his ability to analyze what he does, and his ability to evaluate choices. From these characteristics we can understand important aspects that contribute to understand the narratives as formative strategy. We believe that the PIBID presents itself as an opportunity to learn the teaching profession and to build the professional identity, in addition to enabling the undergraduates begin in the daily school, in a more collaborative way and with the support of the University and the School. Developing an understanding of this learning process can create conditions for the emergence of an expanded awareness of concrete decision-making processes on the limits and possibilities of this Program for initial teacher training and be a source for academic and Policies, as well as for the improvement of the Program and the curricular structure of the Course. The present research will be developed according to the stages: revision of bibliography on narrative analysis, PIBID and learning of teaching; Preliminary analysis of some of the reports of the subproject in question; Synthesis of each category; Final analysis of the research corpus; Elaboration of papers and scientific communications, to disseminate the results of the research; The final report of the research. (AU)