Contribuições do estágio supervisionado na formação do licenciando em matemática

Abstract

This text aims to analyze some of the contributions that the Supervised Internship discipline makes possible to the teaching practice of the Mathematics Licentiate students, specifically, of the students of the Federal University of Rio Grande do Norte - UFRN, campus of Caicó - RN. Among other questions that led us to write this research, we have as a study question: what are the possible contributions that the supervised internship discipline can bring to the training and teaching practice of Mathematics undergraduates? For this, as a theoretical contribution, we rely on Rocha (2019); Gatti (2014); Fiorentini (2013); brave; Bertini and Morais (2017); and Itale Luciane Cericato (2016). These authors understand the classroom as a space for dialogue, teaching practice and the construction of the teacher's identity. Regarding the development of the present study, we opted for a qualitative research, as we understand it as a fluid medium, dedicated to interpreting and understanding the results in a flexible way. Thus, we conducted interviews with professors and future professors — these undergraduates from UFRN, campus of Caicó - RN — in order to seek to understand through these narratives of the interviewees how they conceive the subject of Supervised Internship in the formation of the undergraduate in Mathematics. In our conclusions, the interpretation of the interviews shows us that the subject of Supervised Internship is of paramount importance for the future teacher, therefore, essential for the degree courses.