PIBID AND TEACHER TRAINING: KNOWLEDGE UNDER CONSTRUCTION IN MATHEMATICAL LITERACY

Abstract

This article presents a reflective analysis of a teacher education experience developed within the Programa Institucional de Bolsas de Iniciação à Docência (PIBID – Institutional Program for Teaching Initiation Scholarships), Pedagogy subproject, carried out at Escola Municipal Flávio Vilela, in the municipality of Jataí, Goiás, Brazil, from November 2024 to July 2026, with a focus on mathematical literacy processes in the early years of elementary education. The study is theoretically grounded in the contributions of Maurice Tardif, António Nóvoa, Paulo Freire, and Magda Soares, in dialogue with contemporary perspectives from Mathematics Education and mathematical literacy. A qualitative methodological approach was adopted, based on participant observation, the production of didactic materials, collective planning, and pedagogical interventions conducted with a second-grade class. The findings indicate that PIBID constitutes a privileged space for articulating theory and practice, fostering the construction of professional teaching knowledge, particularly in relation to instructional planning, pedagogical mediation, formative assessment, and collaborative work. In the field of mathematical literacy, the results highlight the consolidation of problem solving as a central methodological axis and the strengthening of the integration between language and mathematical thinking in classroom practices. The study concludes that teaching initiation experiences mediated by PIBID contribute significantly to the education of reflective, critical, and socially committed teachers, capable of developing inclusive pedagogical practices and promoting the democratization of mathematical knowledge in the early years of schooling.