Mendonça, Silvia Regina Pereira de2017-02-102017-02-102016-07-22MENDONÇA, Silvia Regina Pereira de. Representação social sobre o ensino de matemática de licenciandos vinculados ao PIBID: dinâmica de formação. 2016. 291f. Tese (Doutorado em Educação) - Centro de Educação, Universidade Federal do Rio Grande do Norte, Natal, 2016.https://repositorio.ufrn.br/jspui/handle/123456789/21950In this thesis we seek to identify the social representations of the undergraduate students, who are part of the Institutional Program of Scholarship for Teaching Initiation - PIBID, about the Mathematics teaching and emphasize the benefits of the contact with the students from the public school system in their teaching education. This research included fifteen Mathematics undergraduate students from the IFRN campus located in Santa Cruz-RN teaching in three public State High Schools. The students in this Program have the opportunity to develop their teaching practices according to the school reality. This study was conducted in the light of the Theory of Social Representations (SRT) proposed by Moscovici (2012) and Jodelet (2001), addressing as methodology the focus groups technique based on Gatti (2005) and Barbour (2009), semi-structured interview according to Manzini (2003) and inspiration in the hermeneutic-dialectic process developed by Oliveira (2010). We supported that the process of anchoring and objectification (MOSCOVICI, 2009) reified from the reflection-action dynamic interfere in the representational field about the education and about the teaching experience for these students. Aiming to unveil the speeches of the participants, we used the Content Analysis of Bardin (2011), by following the steps proposed: categorization, description and interpretation. From the meetings, dialog and semi-structured interviews we noticed the importance which the PIBID provides to the teaching training of these students and to the development of their teaching practices. The speeches highlight the difficulty of the students in holding the contents of the initial teaching education course, function of resistance of the Social Representation (SR) approached by Bauer (1994), due to the representations of complexity and uselessness built over the object of learning. This initial vision fostered a hypothesis of the origin of the high dropout of the undergraduate students and shortage of trained professionals graduated in the area, evidence of a SR of Mathematics and not Mathematics Teaching. It was verified such phenomenon in the marks of anchoring of this object present in the speeches of the participants as they approached the Mathematics Teaching, when they emphasize the Mathematics subject as something difficult, confusing and uninteresting. The students claim that the participation in the PIBID offers the opportunity of approaching the reality in teaching, because, with the observation and coexistence in the school context, in confrontation with the specific knowledge acquired in the course, they develop their own teaching methodologies, getting to know the true work of being a teacher. Through this experience, they show evidence of constructions/transformations in the representational field of the Mathematics Teaching. On the initial teacher training, the student acquires the know-how knowledge which guides the professional performance. Therefore, we understand that the PIBID adds benefits to this training and they are: activities that provide reflection and critical analysis in which the future teachers face social-historical representations constructed and carried out in the course of their profession, recreation of the specific knowledge of the graduation area in the view of its teaching and the profile of the students of basic education and the restructuring of their social representations about the area and its teaching. Thus, this movement in the initial teacher education, besides contributing with innovative, meaningful and democratic teaching, it also, allows, according to the thought of Wagner (1998) the confrontation with the social representations about the teaching and the established object of teaching, causing cognitive conflicts that may contribute to representational transformations not only in the area of Mathematics, but in all contexts of the teacher training.Acesso AbertoRepresentações sociaisFormação inicialLicenciatura em matemáticaPIBIDEnsino de matemáticadoctoralThesisCNPQ::CIENCIAS HUMANAS::EDUCACAO