Escritas de licenciandos em matemática, quanto à docência, no contexto do PIBID
Resumo
This research, of qualitative approach, aims to analyze the writings of future Mathematics
teachers about teaching while they are inserted in the context of the Institutional Program of
Initiation to Teaching Scholarship (PIBID). It was conducted by the following research
question: How is teaching expressed in the writings of future Mathematics teachers while they
are inserted in PIBID? To contextualize the research, a historical survey on teacher training in
Brazil was made, and a brief PIBID history was also presented. The research relied on
theoretical contributions on the importance of practice in the teacher training process and also
on the issue collaborative partnership between school and University. As the focus of the
research was to analyze the writings of future teachers, the instrument used for data collection
was the portfolio, prepared by PIBID undergraduates. Thus, the literature on the importance
of writing in the teacher training process was consulted and the concept of portfolios and their
purpose in the initial training process of teachers were studied. Therefore, thirteen portfolios
were selected for pre-analysis, from which six, related to three undergraduates, were analyzed
through categories within four axes of analysis: (1) of personal character; (2) related to
classroom; (3) related to students; and (4) related to school and/or to education. As a result, it
is inferred that future teachers have a broad understanding of teaching while they are inserted
in PIBID, extensively expressing teaching in their writings through the four axes of analysis,
highlighting the following categories: pedagogical knowledge; experience; planning,
adaptation and improvisation; socialization; contextualization; use of resources and
technologies; adversities; student learning; evaluation of learning; discipline; lack of
resources; and intention of education.