Da Licenciatura à Pós-Graduação: práticas promotoras da pesquisa em Educação Matemática nos anos iniciais no contexto do PIBID

Abstract

We aim to report referrals and results of a formative process, experienced in
the context of the actions of the Institutional Program of Teaching Initiation
Scholarships - PIBID, in a Pedagogy course of a Public Institution of Federal
Higher Education in the Brazilian Midwest, specifically, in the scope From
the discussion, we highlight the role that this program plays in promoting
research practice in Mathematics Education in the early years. The
theoretical framework addresses the issue of initial teacher training and
objectives that underlie the implementation of the program by the
Coordination for the Improvement of Higher Education Personnel - CAPES.
With regard to the methodology, we illustrate the perspective of work of the
group that we had the experience of participation, this being with
collaborative characteristics. In view of the results, we understand that the
teaching initiation program represents a catalyst for pre-professional
learning related to the career of the teacher who teaches mathematics in the
early years, especially, in the case analyzed here, it still presents itself as a
central axis of interest in research by a group of future professors, who arrive
at the Graduate Programs in Education and Mathematical Education
supported by the theoretical-methodological repertoire resulting from
training through research that they had access to in the initial training when
they were PIBID scholarship holders.