As contribuições dos estágios supervisionados na formação dos licenciandos em Matemática da UFPA/Campus Castanhal

Abstract

This text aims to analyze the contributions that supervised internship subjects provide in the teaching practice of students at the Federal University of Pará – UFPA, Castanhal campus, specifically in the Mathematics Degree course. Among other questions that drove us to write this research, our study question is: What are the possible contributions that supervised internship subjects can bring to the training and teaching practice of Mathematics graduates? 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 this study, we opted for qualitative research, as we understand this as a fluid medium, which is dedicated to interpreting and understanding the results in a flexible way. Thus, we carried out interviews with future teachers, these undergraduates at UFPA, Castanhal campus, in order to understand, through these interviewees' narratives, how they conceive the Supervised Internship discipline in the training of undergraduate students in Mathematics. In our conclusions, the interpretation of the interviews shows us that the Supervised Internship discipline is of utmost importance for future teachers, and is therefore essential for undergraduate courses.