The present work had the objective of investigating the possible contributions of the
Institutional Program of Initiatives for Teaching (PIBID), of the Licentiate course in
Mathematics of the Federal University of Tocantins (UFT), Campus de Araguaína, in the nine
schools participating in this subproject. In this way, the following guiding question was
specifically defined for this research: What are the possible contributions of PIBID in
participating schools in the view of supervisors? Thus, in order to respond to the problems
proposed above, a documentary research was initially carried out to elaborate the theoretical
basis based on documents such as the Law of Guidelines and Bases of Education, National
Curricular Parameters, and the Pedagogical Project of the Mathematics Course that ,
Orientated on the initial and continuous formation of teachers. Subsequently, an action
research was carried out, in which a questionnaire elaborated with nine questions was used as
instruments of obtaining information, which was directed to the supervisors of the schools
linked to the subproject. Regarding the type of approach, we opted for the qualitative
approach, to analyze the answers of each question. As a result, it was understood that several
contributions were made by PIBID, among them the following: those related to the initial
training of scholarship students, who begin to practice in practice what they learn at
university; The continuing training of supervising teachers has been improved, building on
experiences that relate theory and practice. The research described here was important for
demonstrating the positive results of both the Program and, above all, its contributions to
future Mathematics professionals, as well as teachers who already act as teachers, such as:
closer ties between the School And the University; Improving the learning of participating
students; Improvement in teaching practice; The deepening of theoretical and practical aspects
of professional work; The training of teachers working in the basic school; Filling gaps left by
graduation, and encouraging teachers to continue their studies.
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