Relação entre a formação do PIBID/Matemática da UFG/RC e a história de vida de seus egressos (2009 – 2019)

Abstract

The Institutional Teaching Initiation Scholarship Program (PIBID) is a proposal to value future teachers during their training process. The objective of this program is to antecipate the bond between the future teachers and the classroom from public schools. So with this initiative, Pibid makes a link between higher education (through degrees), the school and the state and municipal systems. The interest for this theme of initial teacher training and the life story of Pibidians results from personal experiences, obtained in 2013, when I participated in PIBID, in which I was able to observe the importance of the experiences of the project's participants, for the constitution of the future teacher. We observe that there is little research that relates PIBID and teacher education through narratives. Thus, the objective of this dissertation is to analyze the relationship between the formation of PIBID/UFG/RC Mathematics and the life story of its graduates, understand the relationship between PIBID and teaching initiation, introduce the research subjects (the Pibidians of the Mathematics course at UFG/RC) and to analyze the experiences of Pibidians from the Mathematics course with PIBID/MATHEMATICS at UFG/RC. Thus, we use the concepts of Christine Delory-Momberger (2008 - 2012), Maria da Conceição Passegi (2012) and Antonio Bolivar (2012) for the concepts of narratives, autobiographical and life history. We also discuss initial teacher training, according to Garcia (1999) and others. Autobiographical narratives produced by three graduates who participated in the PIBID, in the period from 2009 to 2019, were adopted as a methodology for the investigation of this research. The interview/conversation tool was used as a form of data production, that is, to capture the life story of the Pibidians. Then, through the results, produced from the analysis of the collected data, it was possible to see that the PIBID is a program that provides a wide space for teacher training, promoting a bond between school and university and presents itself as a proposal for teacher training, as it includes the subject undergoing training in everyday school life to acquire experiences of being a teacher. The analysis of the narratives of PIBID graduates also allowed for an understanding of the teacher training provided by participation in the program. Thus, it can be concluded that the relationship with teachers, who are already working, was a determining factor for teaching learning. Furthermore, the PIBID showed that the student learns from practicing teachers, not through imitation, but through observation and the seek, in the practices of these teachers, as an understanding of being a teacher.