THE WRITING OF THE SELF AS A DEVICE FOR THE FORMATION OF PEDAGOGUES FOR THE TEACHING OF MATHEMATICS: PIBID AS A POSSIBILITY OF CO-TRAINING

Abstract

The text presented here is a sample of a master's dissertation that has as object of study cotraining movements in a collaborative perspective carried out with teachers of Basic Education and undergraduate students in Pedagogy who are fellows of the Institutional Program of Scholarships for Initiation to Teaching (PIBID) of the Federal University of São Carlos - UFSCar - Sorocaba campus. The research focuses on the marks that a collaborative training process is based on the inseparability between teaching, research and extension can bring to the initial training of pedagogues aiming at their performance as non-specialist teachers who teach Mathematics. The research process occurred through collaborative movements between teachers of basic education and PIBID fellows having as devices the writing of the self and the narratives guided by the (auto)biographical approach and the analysis was performed in the light of the concepts of comprehensive-interpretative analysis proposed by Souza (2014), considering that this approach enables a redefinition of the narrated by putting in evidence the formative trajectory of the subjects. As partial results of this research process, it is possible to recognize that spaces of co-training occupied with the involvement of experienced teachers and teachers in the process of initial training that are based on the writing of the self as a training device provide significant contributions to the trajectory of life-training of future teaching professionals.