O PIBID de matemática no Estado do Pará: um olhar sob a ótica das dimensões normativa, formativa e de desenvolvimento profissional

Abstract

We aimed to investigate and to understand the PIBID as initial training program for Mathematics teachers in the context of Pará state. In this frame, the research used a qualitative approach, accessing exploratory studies as a methodological strategy, based on the understandings of Yin (2001), by making bibliographic research, document analysis – on CAPES’s (Coordination for the Improvement of Higher Education Personnel) website, on notices, ordinances and decrees from 2007 to nowadays and on interviews to build this case. We made use of the understandings of Tardif (2012), Shulman (1986) and Fiorentini (2004), on the importance of teacher’s training to become a teacher; Saraiva and Ponte (2003) on the comprehension of the teacher’s professional development. Along the research, we sought to understand the PIBID in the state of Pará in three constituting dimensions, as follows: the normative dimension, the formative dimension, and the professional training dimension. In this context, we highlight the importance of the PIBID for the initial training of teachers, as a program that promotes the courses of teaching licensure, providing students with experiences on different pedagogical theories and practices taking place in an interface between school and university, thus allowing them overcoming obstacles and adversities that might make the teaching activity unfeasible. In the end, we concluded that it is possible to categorize the PIBID of Pará based on the normative, formative, and professional training dimensions.