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O presente artigo tem por objetivo apresentar a integracao das narrativas como uma proposta de formacao dos bolsistas de iniciacao a docencia (ID) no Programa Institucional de Bolsas de Iniciacao a Docencia (PIBID) no subprojeto de Matematica em uma Universidade no Sul da Bahia no periodo de outubro/2016 a fevereiro/2018. O aporte teorico buscou resgatar o debate sobre narrativas na Educacao Matematica, bem como, discutir suas principais contribuicoes na formacao inicial dos bolsistas IDs trazendo a tona as percepcoes e reflexoes sobre a pratica docente em sala de aula. No desenvolvimento deste trabalho foram adotadas as tecnicas da abordagem exploratoria o que permitiu o acompanhamento dos participantes durante a realizacao das atividades inerentes ao subprojeto de Matematica. A producao das narrativas pelos (16) dezesseis participantes sobre sua experiencia evidenciaram as contribuicoes do PIBID na formacao inicial e apontou para a adocao de possiveis estrategias para promover o desenvolvimento de habilidades profissionais. Para analisar as narrativas foram adotados os seguintes metodos: o de conteudo e o estatistico denominado classificacao hierarquica de similaridade tendo como suporte os softwares CHIC e Iramuteq. Como resultados, foi possivel verificar diferentes percepcoes dos bolsistas ID com relacao a participacao do PIBID/Matematica, bem como, os impactos na sua formacao inicial. Verificou-se tambem que as narrativas se mostraram como uma proposta eficaz na formacao inicial para trazer reflexoes sobre o fazer pedagogico do futuro professor de Matematica. Palavras-chave: Narrativas. PIBID/Matematica. Formacao Inicial Abstract The purpose of this article is to present the integration of narratives as a proposal for the training of scholarship holders in the Institutional Program of Initiatives for Teaching (PIBID) in the Mathematics subproject at a University in the South of Bahia in the period from October 2016 to February 2018. The theoretical contribution sought to rescue the debate about narratives in Mathematics Education, as well as to discuss their main contributions in the initial formation of the scholarship IDs, bringing to the fore the perceptions and reflections about the teaching practice in the classroom. In the development of this work, the techniques of the exploratory approach were adopted, which enabled the participants to be followed during the activities inherent to the Mathematics subproject. The production of the narratives by the 16 participants about their experience evidenced the contributions of the PIBID in the initial formation and pointed to the adoption of possible strategies to promote the development of professional skills. In order to analyze the narratives, the following methods were adopted: the content and the hierarchical classification of similarity using the CHIC and Iramuteq software. As a result, it was possible to verify different perceptions of ID scholarship holders regarding PIBID / Mathematics participation, as well as the impacts on their initial formation. It was also verified that the narratives were shown as an effective proposal in the initial formation to bring reflections on the pedagogical doing of the future professor of Mathematics. Keywords: Narratives. PIBID / Mathematics. Initial Formation

Narrativas: uma proposta de formação no Programa Institucional de Bolsas de Iniciação a Docência (PIBID) de Matemática no Sul da Bahia