Discursos da valorização dos profissionais da educação matemática : desvelando o canto da sereia do PIBID

• Ano de defesa: 2022
• Autor(a) principal: Santos, Nathan Genario da Silva
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Federal de Mato Grosso; Brasil; Instituto de Ciências Humanas e Sociais (ICHS) – Rondonópolis; UFMT CUR - Rondonopólis; Programa de Pós-Graduação em Educação - Rondonópolis
• Palavras-chave em Português: PIBID; Políticas públicas educacionais; Formação de professores; Educação matemática; Análise textual discursiva ATD; CNPQ::CIENCIAS HUMANAS::EDUCACAO; Educational public policies; Teachers’ education; Mathematics education; Discursive textual analysis ATD
• Link de acesso: http://ri.ufmt.br/handle/1/3898

This qualitative study’s theme is teachers’ education and the object is the PIBIDMathematics of a federal higher education institution in the state of Mato Grosso. The study aimed at investigating the perceptions of the PIBID-Mathematics agents on the program as a teachers’ education public policy. The following specific objectives were established: analyze the discourses in the teachers’ education policy, especially in the Mathematics education; understand the nuances of PIBID as a policy in teachers’ education; and apprehend the perceptions of the PIBID-Mathematics agents concerning the contributions and implications of PIBID. The theoretical and methodological reference used was the Policy Cycle, developed by Stephen Ball and collaborators. Other references were used, related to the fields of educational public policies, teacher’s education and mathematics education. The data was analyzed with the Discursive Textual Analysis (ATD), developed by Roque Moraes, for being a qualitative method. Electronic survey questionnaires were deployed to the participants: coordinators of the local PIBID-Mathematics project (2); PIBID school supervisors (2); “pibidian” students (5). The results showed that PIBID is a proposal demanded by the teachers’ appreciation discourse, particularly mathematics teachers. At the same time, the debate around the program has not been taking it as an educational public policy and has not considered the implications it may present depending on how it is conducted. We highlight the concern regarding the distorted role of PIBID in initial and continuing teachers’ education (Mathematics), considering that the issues shown in this research have not been observed by the participants of the program.