Experiências e narrativas : um olhar para a formação de professores de matemática a partir do PIBID.

Abstract

Think the implications of the experiences of Institutional Scholarship Program Introduction to Teaching - PIBID in teacher education, specifically in the course of Mathematics for Community University of Rio Grande do Sul - UCRS is the topic I discuss in this paper. The main objective is to contribute to further reflections on the theme, considering the narratives of pibidianos fellows and their possible conceptions of experience, learning, mathematics and learning mathematics. In this sense, the challenge was to think mathematics as a language, as a way of being and the human in the world. Survey participants were four students from the Bachelor's Degree in Mathematics linked to PIBID and agreed to produce written narratives of their experiences in projects developed in the schools. The study developed considers two major theoretical contributions: the first is the complexity of Edgar Morin; and the second is that of phenomenology, based on the contributions of Merleau-Ponty and Rafael Echeverría. From the theoretical framework consisted the focus of the research study: How academic UCRS realize that learning mathematics on the experiences of PIBID and what repercussions consider that they may have in their training? To carry out my study proposed a qualitative research conducted in the action research approach following a phenomenological bias. Thus, the reflections produced allowed to study and discuss developments and challenges of this teacher training aggregate the experiences, noting the contributions submitted and that emerged from the narrative power of pibidianos.