Uma análise teórica das aprendizagens docentes apresentadas em narrativas de pibidianas de matemática
DOI:
https://doi.org/10.48017/dj.v7i4.2208Keywords:
community of practice, teachers training, teaching of mathematics, initiation to teachingAbstract
This work aims to present the narratives of pibidianas who developed a full participation in the Institutional Program of Scholarships for Initiation to Teaching, as well as to draw an analysis of teaching learning, with the theoretical contribution of Étienne Wenger's Community of Practice. These narratives were elaborated by three pibidianas, scholarship holders and authors of this work. Intertwining the narratives with the theory, we present as results how much the pibidianas learned from the community, whether in the interaction, strengthening the affective ties and relating with the other members. In addition, we present as results teaching learning related to the meanings constructed and negotiated in the community, which were related to the exercise of teaching and school, many of these linked to the challenges imposed by the pandemic. Finally, we present that throughout the experiences of the community, the pibidianas learned “to be” and to “become” mathematics teachers, as they identified with the profession or sought to develop a profile of educator or when they pointed out that the experiences contributed to their formation. From these results, we conclude that the program fulfilled its role of valuing the teaching profession and, also, in the training of teachers, even if it happened remotely.
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References
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Copyright (c) 2022 Lilian Aragão da Silva, Camila Sandes Souza, Jacqueline Nascimento de Souza, Alana Silva dos Santos
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