Banca de DEFESA: LARISSA DOS SANTOS MAMEDES

Uma banca de DEFESA de MESTRADO foi cadastrada pelo programa.
DISCENTE : LARISSA DOS SANTOS MAMEDES
DATA : 31/03/2026
HORA: 14:00
LOCAL: SEMI-PRESENCIAL - CINPEL e Google Meet - https://meet.google.com/usg-nquu-xtm
TÍTULO:

 PIBID AND UNIVERSITY PEDAGOGY IN THE INITIAL TRAINING OF TEACHERS: THE CONSTITUTION OF TEACHER IDENTITY IN THE MATHEMATICS DEGREE AT UNEMAT/CÁCERES

PALAVRAS-CHAVES:

Institutional Scholarship Program for Initiation to Teaching; PIBID; Teacher professional identity; Mathematics Education; University Pedagogy;

PÁGINAS: 107
GRANDE ÁREA: Ciências Humanas
ÁREA: Educação
RESUMO:

This is a Master's research project in Education, developed within the Postgraduate Program in Education (PPGEdu) at the State University of Mato Grosso (UNEMAT), linked to the research line Teacher Training, Policies and Pedagogical Practices and the Research Group on Teacher Training and Teaching (GFORDOC). The study focuses on the constitution of the professional identity of mathematics teachers and seeks to answer the following research question: How does the PIBID program, within the scope of University Pedagogy, constitute a formative space in the constitution of the professional teaching identity of mathematics undergraduates, based on the perception of area coordinators and former scholarship recipients of the PIBID/Mathematics subproject at UNEMAT/Cáceres? The overall objective is to understand how the PIBID program, within the scope of University Pedagogy, constitutes a dialogical experience of formative mediation in the constitution of the professional teaching identity of undergraduate students in Mathematics, according to the perceptions of the area coordinators and the scholarship recipients who graduated from the subproject. The research adopts a qualitative approach, configuring itself as a case study in the PIBID/Mathematics subproject of UNEMAT/Cáceres, with a State of the Art review, carried out in the BDTD/IBICT and CAPES Periodicals Portal databases, in addition to document analysis and field study. Data was collected through questionnaires and semi-structured interviews with eight participants—three area coordinators and five former scholarship recipients—and the data were analyzed using content analysis techniques. The study was approved by the Research Ethics Committee (CEP), ensuring the anonymity and consent of the participants. The results indicate that PIBID, within the scope of University Pedagogy, constitutes a space for formative mediation that articulates university and basic education, favoring the unity between theory and practice in initial teacher training. The experiences developed within the program enable critical reflection on teaching and the mobilization of situated teaching knowledge, contributing to the progressive recognition of the undergraduate student as a teacher. It was also evident that the program strengthens processes of professional socialization, retention in undergraduate programs, and the construction of a professional teaching identity. In conclusion, PIBID is configured as a space for formative mediation that enhances the articulation between university and basic education, contributing to the construction of a teaching identity in the initial training of mathematics teachers.

MEMBROS DA BANCA:
Presidente - 82415001 - LORIEGE PESSOA BITENCOURT
Interna - 138555001 - ROSELY APARECIDA ROMANELLI
Externa à Instituição - SUELI FANIZZI - UFMT
Externa à Instituição - VIVIANE BARROS MACIEL - UFJ