SUPERVISORS OF PIBID

contributions to the training of future mathematics teachers

Abstract

This article aims to present and discuss the perceptions of supervisors of the Institucional Program of Schoolarships to Teaching Initiation – PIBID – about their contributions to the training of futures Mathematics teachers. In order to achieve this objective, data were collected from 55 questionnaires answered by supervisors from different regions of Brazil and 5 interviews with them. Data were analyzed using the Discursive Textual Analysis. This analysis resulted in four categoried: Supervisor as model, Supervisor as presenter of school, reality, Supervisor as tutor of school activities, Supervisor as participant and tutor of academic activities. It is hoped that the results achieved in this research contribute to the formulation of new public policies for teacher training, as well as the constant improvement of the existing ones.