ESTÁGIO SUPERVISIONADO NO ENSINO FUNDAMENTAL: O QUE REVELAM DISCENTES DA LICENCIATURA EM MATEMÁTICA?

Abstract

There is a consensus among teachers and researchers that the supervised internship is a fundamental subject for the practical and theoretical training of undergraduate students, mainly due to the diversity of experiences and reflections that the school environment and the university provide. The Mathematics degree is no different, the internship plays a unique role in the training of future teachers. However, it is known that the internship is also a moment of tension for the students, as it involves different environments, namely university and school, and thus pushes the students to produce a variety of perceptions. Aware of this fact, this study aims to unveil the supervised internship based on the perception of students of the Degree in Mathematics at FAFIDAM. To this end, based on a qualitative research approach and content analysis by Bardin (2011), a study was carried out on 10 internship reports produced by students of the FAFIDAM Degree in Mathematics course. The results point to the internship as a possibility of opening up research on classroom practice, the internship as a moment of formation of and for practice and the internship as an environment to understand the dependence and relationship between theory and practice.

Keywords: Supervised Internship; Elementary Education – Final Years; Initial formation; Degree in Mathematics.