Graduates of Pibid-mathematics: self-evaluation of the first experience of initiation into teaching

Abstract

The objective of this article is to analyse the process of self-evaluation of undergraduates who are members of the Institutional Program for Scholarship Initiation to Teaching of Mathematics on the first experience of initiation to teaching in Basic Education. The methodological contributions are linked to descriptive research with a qualitative approach. The participants in the research were five undergraduates of the Mathematics Course of Campus IV of the Federal University of Paraíba, who are members of Pibid-Mathematics and work at the Escola Cidadã Integral Senador Rui Carneiro (Mamanguape-PB). The data were collected using an online questionnaire was divided into three categories of analysis: the actions carried out involving the pedagogical workshop; teaching knowledge in the training of the teacher who teaches mathematics; and the narratives regarding the first experience of initiation into teaching and the importance of self-evaluation in pedagogical practice. The results revealed a positive sign in the first class of the graduates, perception and levelled attribution of importance on the knowledge needed for teaching, classification of didactic-pedagogical elements of major concern involved in the experience, and the possibility of giving new meaning to self-assessment, conceiving it as an instrument of regulation in and from initial training.