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Este texto trata sobre atividades de orientacao no Programa Institucional de Bolsas de Iniciacao a Docencia (Pibid), no curso de Licenciatura em Matematica, do câmpus de Cornelio Procopio da Universidade Tecnologica Federal do Parana (UTFPR). Durante os anos letivos de 2016 e 2017, com a orientacao de duas duplas de alunos, iniciamos nossos estudos e aproximacoes metodologicas com a Historia Oral neste espaco de formacao inicial de professores. A proposta tinha como principal objetivo olhar para o professor supervisor dos alunos na escola basica e buscar compreensoes sobre como esse professor de matematica se torna o professor de matematica que e. Para isso, foram disparadas algumas leituras e exercicios de escritas com os alunos bolsistas. Os alunos produziram escritas autobiograficas relatando sobre suas historias de vida, lancando uma reflexao sobre o caminho que levou cada um deles para o curso de Licenciatura em Matematica e o que era para ser apenas um exercicio sobre escritas de historias de vida, tomou outras proporcoes. Os bolsistas elaboraram, tambem, roteiros de entrevistas, realizaram entrevistas com os professores supervisores, transcreveram os audios e textualizaram as transcricoes. Todo este processo foi delineado pelos parâmetros da Historia Oral, conforme nos foi possivel compreender e exercitar. Desse modo, pretendemos apresentar como essas escritas autobiograficas podem preparar e, neste caso, permearam as entrevistas com os professores supervisores realizadas posteriormente, possibilitando uma reflexao sobre a mobilizacao da Historia Oral no âmbito do Pibid.   Palavras-chave: Formacao de Professores· Escritas Autobiograficas· Licenciatura em Matematica· Historia Oral.   Abstract This paper is related to advising activities in Programa Institucional de Bolsas de Iniciacao a Docencia (Pibid), in the Undergraduate Course of Mathematics of Federal University of Technology – Parana, Campus of Cornelio Procopio (UTFPR). During the academic years of 2016 and 2017, we began our studies and methodological approaches with Oral History in initial teacher training with four students. The main purpose was to look at the supervising teacher of students in elementary school and to seek insights on how this mathematics teacher becomes a mathematics teacher he is. In order to do it, some reading and writing exercises were done with the students. They produced autobiographical writings, reporting on their life stories, thinking on the path that led each of them to the Undergraduate Course of Mathematics, and what was meant to be just an exercise in writing life stories, took on other proportions. Students also developed interview scripts, conducted interviews with supervising teachers, transcribed the audios, and textualized the transcripts. All this process was outlined by the parameters of Oral History. In this way, we intend to present how these autobiographical writings can prepare and, in this case, permeated the interviews with the supervisors teachers later realized, allowing a reflection on the mobilization of the Oral History in the scope of the Pibid.   Keywords: Teacher Training· Autobiographical Writings· Undergraduate Course of Mathematics· Oral History.

Possibilidades Outras de Empinar Orquídeas: Iniciativas Disparadas Mobilizando a História Oral no PIBID-Matemática