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Resumo Neste artigo analisamos as relacoes com o saber, com o ensinar e com o aprender em atividades desenvolvidas em um subprojeto de Matematica no Programa Institucional de Bolsas de Iniciacao a Docencia (PIBID). Os dados consistiram no registro das acoes realizadas em sala de aula por um supervisor (professor), seis estudantes da licenciatura em Matematica e alunos do Ensino Fundamental de uma escola publica do estado do Parana, Brasil. Para a interpretacao dos dados foi utilizado um instrumento que possibilita evidenciar as relacoes com o saber na sala de aula denominado Matriz 3x3. As analises revelaram implicacoes da acao do supervisor na acao tanto dos estudantes universitarios quanto dos alunos da escola e, consequentemente, nas relacoes que estes estabeleceram com o saber, o ensinar e o aprender. Abstract In this article we analyze the relationship with knowledge, with teaching and with learning in activities developed in a subproject of Mathematics in the Institutional Program of Initiation to Teaching (PIBID). The data consisted of the registration of actions carried out in the classroom by a supervisor (teacher), six undergraduate students in Mathematics and students of the Elementary School of a public school in the state of Parana, Brazil. For the interpretation of the data we used an analytical instrument called Matrix 3x3. The analyses revealed the implications of the supervisor's action on the actions of the university students and of the school students and consequently on the relationships they established with knowledge, teaching and learning.

educação matemática pesquisa

Relações com o saber, com o ensinar e com a aprendizagem em um projeto de formação inicial de professores de matemática no Brasil &lt;br&gt; Relations with the knowledge, teaching and learning in a initial training Project of mathematic teachers in Brazil