Contribuições do subprojeto pibid de matemática na visão dos professores supervisores.

Abstract

The present work had the objective of investigating the possible contributions of the Institutional Program of Initiatives for Teaching (PIBID), of the Licentiate course in Mathematics of the Federal University of Tocantins (UFT), Campus de Araguaína, in the nine schools participating in this subproject. In this way, the following guiding question was specifically defined for this research: What are the possible contributions of PIBID in participating schools in the view of supervisors? Thus, in order to respond to the problems proposed above, a documentary research was initially carried out to elaborate the theoretical basis based on documents such as the Law of Guidelines and Bases of Education, National Curricular Parameters, and the Pedagogical Project of the Mathematics Course that , Orientated on the initial and continuous formation of teachers. Subsequently, an action research was carried out, in which a questionnaire elaborated with nine questions was used as instruments of obtaining information, which was directed to the supervisors of the schools linked to the subproject. Regarding the type of approach, we opted for the qualitative approach, to analyze the answers of each question. As a result, it was understood that several contributions were made by PIBID, among them the following: those related to the initial training of scholarship students, who begin to practice in practice what they learn at university; The continuing training of supervising teachers has been improved, building on experiences that relate theory and practice. The research described here was important for demonstrating the positive results of both the Program and, above all, its contributions to future Mathematics professionals, as well as teachers who already act as teachers, such as: closer ties between the School And the University; Improving the learning of participating students; Improvement in teaching practice; The deepening of theoretical and practical aspects of professional work; The training of teachers working in the basic school; Filling gaps left by graduation, and encouraging teachers to continue their studies.