ARAÚJO. Kamylla Dias2025-08-082025-04-15ARAÚJO. Kamylla Dias. UM RELATO DE EXPERIÊNCIA DA ATUAÇÃO NO COLÉGIO DE APLICAÇÃO PELO EDITAL DO PIBID DA MATEMÁTICA ENTRE 2022 E 2024. 2025. 54f. Monografia de graduação em Matemática - Univercidade Federal do Norte do Tocantins. Araguaína 2025.https://solaris.ufnt.edu.br/handle/123456789/375Ensino de matemática. Reforço escolar. Formação docente. Avaliação Diagnóstica. Mathematics teaching. School reinforcement. Teacher training.This experience report aims to describe the activities developed within the scope of the Institutional Program for Teaching Initiation Grants (PIBID), effective from the 2022 announcement, in the area of Mathematics, carried out at Colégio de Aplicação, located in Araguaína - TO. The program promotes the connection between theoretical training and pedagogical practice, enabling undergraduate students to critically understand the challenges of everyday school life. The actions were aimed at addressing the learning difficulties in Mathematics presented by 6th grade students of Elementary School, focusing on the development of logical reasoning, understanding of the decimal numbering system and fundamental operations. The methodology involved the application of a qualitative diagnostic assessment, structured in stages, including the collection of socioeconomic data and individual interviews with students. The analyses revealed not only academic gaps, but also significant social vulnerabilities, which directly interfere with school performance. In view of this scenario, pedagogical reinforcement actions were planned and implemented, using concrete materials and recreational activities, aiming to make the teaching-learning process more meaningful and accessible. The project also involved planning meetings, development of teaching resources and individualized monitoring. The results showed progress in the learning of the students served and, simultaneously, contributed to the improvement of the pedagogical skills of the undergraduate students. The experience demonstrated the importance of training proposals that integrate theory and practice, and reinforced the role of PIBID as an essential public policy for teacher qualification and for the promotion of educational equity in challenging contexts.ptThesis