Entre a singularidade e a complexidade da construção de saberes docentes na formação Inicial de professores de matemática no contexto do Pibid
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2016-10-14
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Universidade Federal de Goiás
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The goal of this work, whose central theme evidences the training of mathematics teachers, is
to understand the influence of the environment provided by the Institutional Program
Initiation of Scholarships for Initiation in Teaching - Pibid for the construction of the essential
knowledge for initial teacher training. As it is the study of a specific group, in an institution of
higher education, this research is characterized as a quali-quantitative case study, with the
dialectical historical materialism method, which seeks to establish the relationship between
the singularity and the complexity of teacher training in the Pibid. We addressed several
aspects of the theme: History of teacher training in Brazil; National Education Guidelines and
Framework Law; Teacher training in Federal institutes; Curriculum and profile of the student
of the Teaching Degree in Mathematics; Essential knowledge for teacher training and the
influence of Pibid in the construction of knowledge. The theoretical framework that supported
these discussions consisted of contributions from various national and international
researchers, in addition to official documents that structure and standardize the Brazilian
education and Pibid. From literature in Education: Libâneo (1992); Nóvoa et al. (1995); Freire
(1996); Alarcão (1996); Pimenta (1996); Masetto (1998); Demo (2006); Gatti (2008); Saviani
(2009); Frigotto (2011). From literature specific to Mathematics education: Fiorentini and
Miorim (1990); Grando (2000). From literature relative to Pibid: André (2012); Fetzner and
Souza (2012); Jardilino and Oliveri (2014). From official documents: Law 9394/96 – LDB;
Law 11892, of December 29th, 2008; Ordinance 096, of July 18th, 2013. Empirical data were
obtained by direct observation of the researcher in the research environment and semistructured
questionnaires, answered by the scholarship students of the subproject PibidMathematics
of the Federal Institute of the state of Goiás, Campus Urutaí. The categories
used for data analysis were: Knowledge of the Specific Scientific Field, Knowledge of the
Pedagogical-Didactic Field, Knowledge of the Experiential Field and Knowledge of the
Political Field. These categories were constructed through the analysis of initial teacher
training and an intensive and delicate examination of the questionnaires, using data
triangulation as the analysis technique. The data obtained showed elements which enabled the
analysis of some aspects of initial teacher training, specifically those related to the
construction of teaching knowledge. We understand the Pibid as a program that contributes
greatly to the development of the Knowledge of the Specific Scientific Field, Knowledge of
the Pedagogical-Didactic Field, Knowledge of the Political Field and Knowledge of the
Experiential Field. Furthermore, we found that the relationship between the theory of Higher
Education and professional practice in Basic Education contributes to both the initial training
of scholarship students, and for the continuing education of supervisor teachers of Pibid. This
training occurs by means of exchange of knowledge and experience of both, teamwork,
suggestions, teaching practices and methodologies proposed by the group.
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ABREU, I. S. M. Entre a singularidade e a complexidade da construção de saberes docentes na formação Inicial de professores de matemática no contexto do Pibid. 2016. 160 f. Dissertação (Mestrado em Educação em Ciências e Matemática) - Universidade Federal de Goiás, Goiânia, 2016.