REPERCUSSÕES DAS ATIVIDADES REMOTAS NA FORMAÇÃO DOS FUTUROS PROFESSORES DE MATEMÁTICA PARTICIPANTES DO PIBID-2020
Abstract
Este artigo objetivou investigar as repercussões trazidas pelo Ensino Remoto Emergencial (ERE) na formação dos futuros professores participantes do Programa Institucional de Bolsas de Iniciação à Docência – PIBID da Capes, do curso de Licenciatura em Matemática do Instituto Federal de Minas Gerais campus São João Evangelista. Fundamenta-se em autores como Benites (2013), Gatti (2016), Gatti (2019) e Ponte (1992). Metodologicamente trata-se de uma pesquisa de abordagem qualitativa que utilizou as seguintes estratégias para a coleta de dados: pesquisa de campo onde foram analisados os relatórios dos participantes do PIBID-2020, bem como os trabalhos realizados e apresentados no encontro do PIBID e da Residência Pedagógica que ocorreu em março de 2022, de forma virtual. Após realizar as análises verifica-se que com a adoção do ERE os participantes do PIBID-2020, tiveram que explorar e dominar o uso de novas metodologias de ensino, experiencias essas que contribuíram para o enriquecimento da formação dos futuros professores.
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