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O objetivo central deste artigo e apresentar e discutir as experiencias formativas e seus resultados gerais, vivenciados a partir das acoes planejadas e executadas no subprojeto PIBID/UFJF/Matematica Presencial, que faz parte do Programa Institucional de Bolsas de Iniciacao a Docencia (PIBID), da Coordenacao de Aperfeicoamento de Pessoal de Nivel Superior (CAPES) do Ministerio da Educacao, e e desenvolvido na Universidade Federal de Juiz de Fora (UFJF). Estas acoes foram realizadas por alunos de licenciatura, supervisores e coordenador do subprojeto, junto a turmas de Ensino Fundamental e de Ensino Medio de tres escolas publicas da cidade mineira de Juiz de Fora. Atraves de tres linhas basicas de acoes, o PIBID/UFJF/Matematica Presencial impactou de modo inovador e decisivo na formacao pedagogica de futuros professores de Matematica e na formacao continuada de professores supervisores, coordenadores e voluntarios do subprojeto vinculados as escolas parceiras do projeto, alem de levar a estas escolas proposicoes que influenciaram positivamente a sua relacao com os coletivos escolares e a convivencia dentro de sala de aula.   Palavras-chave: Formacao Docente. Praticas Pedagogicas em Matematica. PIBID.   Abstract The main objective of this article is to present and discuss the formative experiences and their general results, lived from the actions planned and executed in the PIBID/UFJF/Mathematics Presential subproject, which is part of the Institutional Program for Scholarships for Initiation in Teaching (PIBID/CAPES) of the Ministry of Education (Brazil), and is developed at the Federal University of Juiz de Fora (UFJF). These actions were carried out by undergraduate students, supervisors and coordinator of the subproject, together with classes of Elementary and High School of three public schools in the city of Juiz de Fora. Through three basic lines of action, PIBID/UFJF/Mathematics Presential has had an innovative and decisive impact on the pedagogical training of future Mathematics teachers and on the ongoing training of supervising teachers, coordinators and volunteers of the subproject linked to the partner schools of the project, in addition to leading to these schools propositions that positively influenced their relation with the school collectives and the coexistence within the classroom.   Keywords: Teacher Training. Pedagogical Practices in Mathematics. PIBID.

A Experiência do Subprojeto PIBID/UFJF/Matemática Presencial na Formação Docente em Matemática