Escritas de licenciandos em matemática, quanto à docência, no contexto do PIBID

• Ano de defesa: 2015
• Autor(a) principal: Cosmo, Thaís
• Orientador(a): Sousa, Maria do Carmo de
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Federal de São Carlos; Câmpus São Carlos
• Programa de Pós-Graduação: Programa de Pós-Graduação em Educação - PPGE
• Palavras-chave em Português: Iniciação à docência; Formação de professores
• Palavras-chave em Inglês: Initiation to teaching; Teacher training
• Área do conhecimento CNPq: CIENCIAS HUMANAS::EDUCACAO
• Link de acesso: https://repositorio.ufscar.br/handle/20.500.14289/8463

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.