Características docentes e ações formativas necessárias ao desenvolvimento profissional na iniciação à docência em matemática no âmbito do PIBID

Abstract

Public policies in Brazil have been increasing on terms of proposing procedures which aim teachers’ professional development. The Institutional Program of Teaching Initiation Scholarship (PIBID) is one policy that emerges as a possibility to qualify teacher’s education through undergraduate inclusion in real teaching experience since the beginning of their education. Mathematics is still considered a difficult subject regarding teaching and learning. Therefore the present research features teaching for developing and legitimizing formative procedures in order to contribute for the qualification of Mathematics teaching initiation based on PIBID. Among the authors that support the research are Demo (1996, 2000), Nóvoa (2001, 2009, 2011), Shulman (2014), Ponte (1998), Fiorentini (1993, 1995, 1998), Imbernón (2010) and Tardif (2012). It is a qualitative and quantitative case study methodology. Based on theoretical support categories that characterize teaching and teachers’ education were defined and for each category formative procedures were listed aiming to qualify activities carried out by PIBID/Mathematics. Procedures were evaluated through electronic format questionnaire by coordinator teachers and supervisors who are involved on PIBID/Mathematics subprojects. Data analysis was carried out using two methodologies - nonparametric statistic through middle ranking calculation for evaluating formative procedure relevance proposed by teachers and Discursive Textual Analysis – (MORAES; GALIAZZI, 2011) of open questionnaire. The study supports the thesis that formative procedures contribute for the improvement of undergraduate students. Thirty five formative procedures were considered important for teaching initiation in Mathematics, although only seventeen, i.e., half of them were considered very important. Data analysis shows that formative procedures proposed and legitimated by a considerable number of Mathematics teachers involved on PIBID are to be considered due to their relevance in teachers’ initial education process in undergraduate programs as well as in specific programs of Mathematics education initiation. Therefore formative procedures proposed and validated in the study are important parameters for the implementation of education initiation process evaluation.