Estágio supervisionado em Matemática: Reflexões a partir do ponto de vista de licenciandos e de professores universitários

Abstract

This research aims to investigate possible contributions of the supervised internship to the formation of the mathematics teacher. The research adopts a qualitative approach methodology and is structured in the Multipaper format, consisting of two articles. For the first article, we used the semi-structured interview as a data collection instrument in order to investigate the expectations of twenty future mathematics teachers in relation to the supervised internship. In the second article, we have thirteen teachers from two Mathematics Licentiate courses as subjects and the instrument used was the questionnaire. Obeying the social isolation protocols imposed by the Covid-19 pandemic, all data were collected in a virtual way. From the analysis of the data, it was evidenced that the supervised internship constitutes an important space for teaching learning, contributing to the construction of the teaching identity of the undergraduates participating in the research, as they perform and reflect on actions that are present in the teacher's daily life, allowing the improvement of their pedagogical practices. With the teachers participating in the research, we tried to understand their points of view about the contributions of the supervised internship to the formation of the future mathematics teacher. For them, the supervised internship in the Mathematics Licentiate course contributes to the Licentiate's developing a set of actions related to teaching, learning to be a teacher, strengthening the relationship between theory and practice.