O PAPEL DO PIBID NA FORMAÇÃO DO PROFESSOR DE MATEMÁTICA

The purpose of this paper is to discuss the role of the Programa Institucional de Bolsas de Iniciação à Docência (Pibid) in the formation of the Mathematics teacher. For that, we developed a research with graduates of the course of Mathematics Degree from the Instituto Federal de Educação, Ciência e Tecnologia de Minas Gerais (IFMG) Campus Formiga, that participated in the Pibid. Semistructured interviews were conducted with graduates selected to describe the possible relationships 1 Scholarship Program of Introduction to Teaching and experiences built with Pibid during the formation for teaching. These interviews were analyzed with the theoretical contribution perspectives for teacher formation and the theory of situated learning. We observed in this research that the graduates emphasize in their narratives that the marks of the activities developed in the Pibid encompass the interaction. This interaction occurs not only with the students, but with all those involved in the school context, in a community of practice. In short, the research carried out among the graduates of the Mathematics Degree course showed in their narratives that didactic-pedagogical practice is done in the way we organize our experiences. There are no rules and models prepared for the teacher of mathematics to perform their work in the classroom and, in this sense, the narratives indicate that participation in Pibid makes the school a learning environment and, in the theoretical sense adopted here, we understand the school as an auspicious environment for establishing a community of practice.