The Teacher-Student Relationship in the Initial Training of Mathematics Teachers: Impacts of PIBID and the Pedagogical Residency Program

Abstract

This study investigates the importance of the teacher-student relationship in the initial training of mathematics teachers, based on the experiences of the PIBID and PRP programs. Adopting a qualitative approach and the Experience Report format, the research analyzes interactions among pre-service teachers participating in these programs in elementary schools, including Youth and Adult Education classes, highlighting the connection between theory and practice in the construction of teaching identity. Grounded in theoretical references such as Rodrigues, Miskulin and Silva (2017), Freire (1996) and Dobarro and Brito (2010), the study demonstrates that dialogue, empathy, and mutual support foster the development of didactic-pedagogical skills, the overcoming of limiting beliefs, and the strengthening of interpersonal bonds between teachers and students. The results indicate that program interventions contribute to a more welcoming school environment, positively impacting the process of constructing the teaching identity of participants. Finally, the study reinforces the relevance of public policies for teacher training, suggesting that the integration of practical experience and theoretical reflection is essential for building a more humanized and critical-reflective teaching identity, promoting greater student engagement in lessons and in the process of knowledge construction.