A organização do ensino como desencadeadora da atividade de iniciação à docência: um estudo no âmbito do PIBID – Interdisciplinar Educação Matemática

Abstract

This research is part of Formação, Saberes e Desenvolvimento Profissional research line and its focus is on the training of future teachers of Special Education, Pedagogy and Mathematics. They participated, in 2015, of Programa Institucional de Bolsas à Iniciação a Docência – Interdisciplinar: Educação Matemática – PIBID, at Universidade Federal de Santa Maria (UFSM) and they learned how to organize the teaching of mathematics for the initial years of Elementary School based on the perspective of Teaching-Orienting Activities - TOA (MOURA, 1996, 2001). Taking into account this context, the main purpose of this thesis was to investigate the process of signification of initiation activity to teaching in the context of the subproject PIBID/InterdEM. We conducted this research based on the Cultural-Historical Theory (CHT) and on the Theory of Activity, especially on authors such as: Vigotski (2007, 2009) who asserts that human beings appropriate a culture through interaction with other individuals, since learning is a required condition for the development of human beings; Leontiev (1978, 1983) points out that human beings are motivated by needs, which are satisfied by activities and lead to the development of their higher psychological functions; and Davídov (1987, 1988) who states that activity is the historical-social practice of the human race, that is oriented to work, transforming people and revealing the universality of human beings. These authors lead us to the understanding that human beings learn when they interact with other individuals and that through activities to satisfy needs they apropriate the culture and develop. The data were produced based on audio and video recordings during the accompaniment of the moments of the teaching organization as well as the records made by the academics, during the school year, in 2015. In order to analyze the data, we used Moura’s episodes (2004) as a methodological contribution and we organized them in Unit of Analysis (VIGOTSKI, 2009), understanding that the unit constitutes a part of the investigation, which represents the totality and Which does not lose the specificities of the investigated object. When analyzing the data, we established three units of analysis: a) learning a general mode of action to plan; b) learning a general mode of action to teach; c) learning a general mode of action to evaluate. Based on the data produced in the context of teaching organization in PIBID/InterdEM, we concluded that future teachers are in the process of initiating teaching activities when they feel the need to learn how to organize teaching in order to promote students’ learning. Therefore, when appropriating the general modes of action to organize teaching through the actions of planning, teaching and evaluation, the undergraduate students attribute meaning to the initiating teaching activities.