O PIBID de matem?tica como espa?o de forma??o inicial e continuada na UFRN/Natal

Submitted by Automa??o e Estat?stica (sst@bczm.ufrn.br) on 2017-11-01T22:03:59Z No. of bitstreams: 1 KleffitonSoaresDaCruz_DISSERT.pdf: 4099647 bytes, checksum: b7b5313f301eecdb686aba6ae9eb40aa (MD5)
Approved for entry into archive by Arlan Eloi Leite Silva (eloihistoriador@yahoo.com.br) on 2017-11-08T23:46:03Z (GMT) No. of bitstreams: 1 KleffitonSoaresDaCruz_DISSERT.pdf: 4099647 bytes, checksum: b7b5313f301eecdb686aba6ae9eb40aa (MD5)
Made available in DSpace on 2017-11-08T23:46:03Z (GMT). No. of bitstreams: 1 KleffitonSoaresDaCruz_DISSERT.pdf: 4099647 bytes, checksum: b7b5313f301eecdb686aba6ae9eb40aa (MD5) Previous issue date: 2017-07-25
Este texto apresenta uma pesquisa sobre o Programa Institucional de Bolsas de Inicia??o a Doc?ncia (PIBID) da Universidade Federal do Rio Grande do Norte (UFRN) e suas contribui??es para a forma??o inicial e continuada de professores de Matem?tica. O PIBID ? um programa centrado no Minist?rio de Educa??o (MEC), gerenciado pela Coordena??o de Aperfei?oamento de Pessoal de Ensino Superior (CAPES) e posto em pr?tica por institui??es de ensino superior cuja principal inten??o ? contribuir com a capacita??o docente a partir da aproxima??o entre a escola b?sica p?blica e a universidade. Buscamos responder ? quest?o norteadora ?Como o PIBID da UFRN-Natal contribuiu para a forma??o inicial e continuada de professores de Matem?tica a partir das a??es ali desenvolvidas?? e para respond?-lo, estudamos documentos disponibilizados pelos ?rg?os respons?veis do PIBID, a??es desenvolvidas pelo subprojeto de Matem?tica da UFRN em Natal e narrativas ? constitu?das a partir de t?cnicas comuns a estudos em Hist?ria Oral ? de envolvidos com o Programa, coordenadores, supervisores e licenciandos. Para a nossa an?lise nos reportamos a N?voa (1992, 1999, e 2009), Shulman (1986, 1987) e Sch?n (1992 e 2000) que discutem a forma??o docente acontecendo dentro da pr?pria profiss?o com articula??es n?o dicot?micas entre teoria e pr?tica. Al?m disso, como produto educacional, organizamos um caderno de atividades matem?ticas diversas voltadas para a educa??o b?sica que foram aplicadas pelos participantes do Programa que estudamos.
This text presents a research on the Institutional Program of Initiation to Teaching Scholarship (PIBID) of the Federal University of Rio Grande do Norte (UFRN/Brazil) and its contributions to the initial and continuing formation of Mathematics teachers. The PIBID is a program centered on the Ministry of Education (MEC), managed by the Coordination for the Improvement of Higher Education Personnel (CAPES) and put into practice by higher education institutions whose main intention is to contribute to teacher training considering the approximation between the public basic school and the university. This research was guided by the question guiding "How does the PIBID of UFRN-Natal in Mathematics contribute to the initial and continued formation of Mathematics teachers from the actions developed?" and to answer it we study documents available by the responsible institutions for PIBID, we analyzed actions developed by the PIBID?s Matematics subproject of UFRN in Natal and also studied the narratives people involved with it. For our analysis we refer to N?voa (1992, 1999, 2009), Shulman (1986, 1987)) and Sch?n (1992, 2000). In addition, we organized book with a several mathematical activities as educational product. This activities were applied by the participants of the Program that we studied.