PIBID: Insertion of future teachers of mathematics in school education with a view to minimizing the clash with reality
DOI:
https://doi.org/10.26512/lc.v25.2019.23110Keywords:
PIBID, Initiation to Teaching, Professional Insertion, Teacher trainingAbstract
The aim of this article is to analyze the actions developed by a Brazilian teaching initiation program (PIBID) as well as its contributions to the reduction of the future clash with the reality experienced by early career teachers, as the studies on this phase of professional development point out. Therefore, interviews were conducted and it was observed that the experience in the school context made the teaching career more attractive and contributed significantly to the decrease of the future clash with reality. Based on the collected data, we concluded that public policies aimed at teacher education can contribute to overcome the deficit of professionals and provide spaces and various formative experiences that consider the school as the place of teacher learning
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