A interdisciplinaridade na formação docente: uma análise a partir das experiências de licenciandos em Matemática em um subprojeto do PIBID

Abstract

This Final Course Project (FCP) presents a qualitative case study that aimed to understand the contributions of the interdisciplinary experience, lived in the Institutional Scholarship Program for Teaching Initiation (PIBID), to the training of mathematics teachers. The methodological procedures involved a literature review, document analysis of CAPES and PIBID/UEA calls for proposals, as well as participant observation and the application of an open questionnaire to PIBID mathematics students. The results demonstrated that, although challenging due to the need to articulate specific knowledge, the experience in PIBID promoted the restructuring of a fragmented disciplinary vision towards a contextualized and broader approach to teacher training in the field of mathematics. The use of the educational software GeoGebra for the construction of chemical molecules stood out as a specific training factor within the subproject, while group planning, discussions, and joint studies with PIBID chemistry students fostered pedagogical training.