O processo de constituição da inteligência criadora no PIBID do curso de licenciatura em matemática no contexto pandêmico.

Abstract

The present research has as its object of study the Subproject of the Institutional Scholarship Program for Teaching Initiation (Pibid) of the Mathematics Degree course at the UFT Campus in Araguaína/TO. It involved eighteen Pibidians who were part of the Subproject. Its objective was to demonstrate if the authorships carried out by Pibidians, in the Subproject of Pibid/Matemática/UFT/Araguaína, constitute a Creative Intelligence. In addition, the research sought to answer the following guiding question: How was a Creative Intelligence constituted with the undergraduate scholarship holders who participated in the Pibid Program in the area of Mathematics in a pandemic context? For the recognition of this scenario, and because the research was developed in a pandemic period, the data were obtained through remote observation of the participants in the planning meetings and activities developed; semi-structured interview via Google Meet and analysis of documents produced in the research, such as: experience reports and final activity reports. The references were composed by bibliographical research related to the initial formation of Mathematics teachers in the scope of Pibid and focused on the principles of Marina (2009) on the Theory of Creative Intelligence. The methodological course consisted of a qualitative approach, of the case study type, in which the participants are inserted in the same activities developed in the Subproject. Data analysis considered the authorship process and was organized into four units that emerged from the work cycles experienced by participants in Pibid, which are configured in a correlated way to form a Creative Intelligence in Pibid. As a result, we were able to infer that the Pibid/Matematics/UFT/Araguaína Subproject has characteristics of a Creative Intelligence, even with reproduction activities, ranging from: the creation of an innovative project; of your starting order; the invention of possibilities within Pibid; an intelligent look at the creation of activities and the perception of things in order to adapt to the new reality and its stop order with the end of the four cycles. The results led us to the conclusion that elements of a Creative Intelligence proposed by Marina (2009) were found, in the remote format through the four work cycles and the authorships developed, of which: problematization, starting point, intelligent look, memory creative movement, creative movement and point of arrival, this from the perspective of Pibidians. However, for the students of the schools, the Creative Intelligence was harmed due to the fact that the students did not have the technological resources to develop the activities. As for the meeting structures of the groups, they remained with the same structure of the face- to-face format, but carried out in the remote format.