A study on the perceptions of Timorese graduates about the repercussions of Pibid for the initial of teachers mathematics education

This article seeks to investigate East Timor graduates’ perception of Pibid, considering the repercussions of this program for the formative process of Timorese mathematics teachers who held scholarships granted by Pibid Exatas – Unilab/Redenção. The research is theoretically based on the concept of apprenticeship of teaching, focusing on teaching initiation as an essential part of this process, acknowledging Pibid as a public policy of the Federal Government aimed at teachers’ initial education. Based on the exploratory and investigative study of participants’ perceptions of the actions developed in the program, questionnaires were used as a data collection instrument analyzed through qualitative and interpretative approaches. The study presents a survey that resulted in two categories of analysis: (i) Challenges faced and contributions of Pibid to initial education and (ii) Pibid and the development of political commitment. In general terms, the repercussions evidenced by participation in Pibid were: a) it offered the East Timorese students the opportunity to get to know the Brazilian school reality up close; b) it favored the development of teaching practice; c) it contributed to the processes of professional insertion and induction, experienced concomitantly with initial education; d) it allowed understanding and reflection on the possible professional challenges faced by teachers in East Timor; e) it enabled the development of the four basic linguistic skills; f) it mobilized the sense of professional agency; and g) it developed political commitment.