O PIBID de matemática como espaço de formação inicial e continuada na UFRN/Natal

Abstract

This text presents a research on the Institutional Program of Initiation to Teaching Scholarship (PIBID) of the Federal University of Rio Grande do Norte (UFRN/Brazil) and its contributions to the initial and continuing formation of Mathematics teachers. The PIBID is a program centered on the Ministry of Education (MEC), managed by the Coordination for the Improvement of Higher Education Personnel (CAPES) and put into practice by higher education institutions whose main intention is to contribute to teacher training considering the approximation between the public basic school and the university. This research was guided by the question guiding "How does the PIBID of UFRN-Natal in Mathematics contribute to the initial and continued formation of Mathematics teachers from the actions developed?" and to answer it we study documents available by the responsible institutions for PIBID, we analyzed actions developed by the PIBID’s Matematics subproject of UFRN in Natal and also studied the narratives people involved with it. For our analysis we refer to Nóvoa (1992, 1999, 2009), Shulman (1986, 1987)) and Schön (1992, 2000). In addition, we organized book with a several mathematical activities as educational product. This activities were applied by the participants of the Program that we studied.