Práticas de iniciação à docência: um estudo no Pibid/IFPI/Matemática

Abstract

This research problematizes the initial formation of Mathematics teachers, having as main objective to describe and analyze the practices of the initiation to teaching, developed in the Programa Institucional de Bolsa de Iniciação à Docência (Pibid) of the Instituto Federal de Ciência e Tecnologia do Piauí (IFPI) - Campus Teresina Central. Therefore, the questions which guided this study were: how does the PIBID/IFPI promote the practices of the initiation to teaching of the students with a degree in Mathematics from the Campus Teresina Central? Which truths about the teaching do these students learn in the process of initiation to teaching? For the investigation, it was developed a work of reasearch using two methodological procedures: the documentary analysis and the semi-structured interview. Thus, it was considered as documents the materials elaborated by Pibid/IFPI, such as the subproject of Mathematics and the quartely reports. The interviews were performed with coordinators and supervisors of the program. For the development of the analysis and the problematization of the empirical material, foucauldian studies, and the contemporary studies about the teaching provided tools to identify the analyzed practices. In the realization of the analytical exercise it was necessary to study the historical aspects of the initial formation of teachers in Brazil and some ways of manufacturing the teaching, as well as some aspects of the educational reforms implanted through the current policies for the initial format ion of teachers from the neoliberal logic and the emergence of Pibid in this context. Thus, the data pointed recurrences, constituting cores of senses, in which the practices of the initiation to teaching of the students with a degree in Mathematics from Campus Teresina Central in the Pibid/IFPI are carried with emphasis: 1) in the development of projects; 2) in the usage of educational games and concrete materials; and 3) in the usage of technological resources. That allowed to question the practices of the initiation to teaching developed in the program, as well as some of the "truths" that cross the initial formation of teachers, which leads us to understand that nothing on its own is good or bad. We have to historicize and know what this practice produces. So, this study allowed to show many meanings that Pibid/IFPI/Mathematics has been producing in the practices of initiation to teaching, as well as how the school mathematics is taught and the initial formation of the Mathematics teacher developed in the program.