O Pibid na formação inicial do licenciando em matemática: construção de saberes da experiência docente

Abstract

In Brazilian education, the initial training of mathematics teachers has been under discussion in recent years. So, this research aims to analyse the connection between the knowledge of teaching and the specific knowledge of mathematics with experiential teaching knowledge explained by undergraduates in Pibid inserted in their experiences of context elementary and secondary schools. The theoretical framework is based on the theories of Maurice Tardif, Bernard Charlot and Donald Schön concerning experiencial teaching knowledge, the relation of the subject to knowledge and the theory of reflective teaching respectively. To enrich our discussion, the ideas of some authors who have discussed the initial training of teachers of mathematics are also presented. This is a qualitative case study, conducted with undergraduates in mathematics from Ifes/Vitória campus, seven participants of the subprojects of Pibid, in elementary and secondary schools. The data was collected by participant observation, documentary analysis (official documents of both Pibid and the undergraduate course researched), open questionnaire and interview for data confirmation. The results show that experiential teaching knowledge is built in the context of the classroom, in the school environment, in the exchange with more experienced teachers of mathematics and in the critical reflections on the teaching process produced during PIBID project. At the end, a virtual environment to collaborate with mathematics education in elementary and secondary schools was developed so that the PIBID experiences could be shared among the university, elementary and secondary schools and researchers.