As contribuições do PIBID para Escola Coronel Justino Cavalcante Barros

Abstract

The aim of this work is to reflect on the performance of the Institutional Program for Teaching Initiation (PIBID) in the state public school Coronel Justino Cavalcante Barros of the city of Corrente - PI, whose main objective is to investigate the contribution of PIBID to improving the quality of teaching specifically the Elementary School, as well as to identify the short and medium term contributions of the program to the school. For the development of the present work, it was necessary to study about the initial formation of the teacher, especially the teacher of mathematics, as well as the transposition of didactics and about the specific public policy of the initial formation of the teacher (PIBID). For the investigation, a research work was developed using two methodological procedures: the documentary analysis and questionnaires, analyzed qualitatively and quantitatively, respectively. Thus, the student's math notes and the IDEB data were considered as documents. The questionnaires were applied to school administrators, mathematics teachers and fellows. Within what was collected, it was tried to address the difficulties in teaching mathematics and the reasons that make this teaching difficult, both in the eyes of the manager, the teacher and the scholarship holder. In light of what has been analyzed about the role of PIBID within the school space, it is noted that the work carried out through the PIBID in school does not meet the real need of the students who are cared for, but it brings with it a desire for knowledge and innovative learning that becomes interesting and focused on the difficulties and context of the students.