This research investigates processes of teaching and learning about teaching for early years teachers who teach mathematics, which are part of PIBID - Institutional Scholarship Program for New Teachers. For this we draw the following objectives: (1) investigate the movement of teacher learning about mathematics education of experienced teachers who are part of PIBID and (2) Identify evidence of teacher learning when teachers take their own teaching practice as an object of reflection, action and shared discussion with the apprentice teachers - students of pedagogy. The research will be developed through a qualitative approach. As theoretical and methodological development and analysis, will adopt a historical-cultural perspective. The research environment will be PIBID, in Itatiba / SP. The program aims at a partnership between teachers learners (students), experienced teachers (who work in the classroom) and University professors. The documentation will consist of interviews with teachers, written records produced by the teachers and formative meetings of the University; written records produced by the teachers of the actions that take place weekly in PIBID records (practice) audiogravação of meetings (coordination with teachers and teachers with fellows); audiogravação of collective meetings and video recording of classroom teachers. Data will be analyzed from the empirical data in comparison with the theoretical aspects pointed out by, through content analysis. The analyzes will be performed by means of categories that are defined from the material produced and will build on the three concepts of zone, zone of proximal development, free movement zone and zone of promoted action proposed by Valsiner (1997) and developed by Goos (2003).
News published in Agência FAPESP Newsletter about the scholarship: