Congruência e inconsistências entre PIBID e PRP da licenciatura em matemática: relatos de experiência discente

Abstract

This work is a qualitative and descriptive research, consisting of an experience report on PIBID and PRP. The objective of the study was to analyze the experiences in these programs, highlighting the aspects of conformity and inconsistencies observed between the two programs in the Mathematics Degree course. PIBID and the Pedagogical Residency Program in Mathematics are initiatives of the Brazilian government aimed at training teachers for basic education. PIBID in Mathematics offers scholarships to undergraduate students to have practical experience in public schools. The Pedagogical Residency is also aimed at undergraduate students in Mathematics, but focuses on a residency model, where the resident works directly in schools under the supervision of an advisor teacher and a preceptor. This program allows an experience in the school routine, preparing Mathematics students to deal with the challenges of the teaching profession and contributing to the improvement of public education. The results of the research in relation to the structural aspects demonstrate that the didactic resources of the schools in which the programs were developed were outdated, there were no spaces such as a Mathematics laboratory for specific practices, the computer laboratory could not be used and there were security problems in the schools. Regarding the didactic aspects, the programs contributed to the students, in addition to learning and reviewing mathematical content, to develop mathematical games, mobilizing creativity and increasing interest in Mathematics classes. Regarding teacher training, the programs enabled experiences with pedagogical practices, the understanding of the dynamics in the relationship between teacher and student, the school daily life and its nuances and the improvement of professional development still in initial training.