2026-07-162026-07-162026-02-26FURTADO, Jaqueline de Lima. Estágio supervisionado como eixo articulador entre teoria e prática: experiências vivenciadas em uma comunidade quilombola. Orientador: Marcos Vinicius Orguen Gouvea. 2026. 61 f. Trabalho de Curso (Licenciatura em Matemática) – Faculdade de Matemática, Campus Universitário de Castanhal, Universidade Federal do Pará, Castanhal, 2026. Disponível em: https://bdm.ufpa.br/handle/prefix/9736. Acesso em:.https://bdm.ufpa.br/handle/prefix/9736The present study addressed the initial education of Mathematics teachers, with emphasis on the contribution of Supervised Internship II to the construction of professional identity, particularly within a school located in a quilombola community — a context marked by cultural, historical, and social specificities that directly influence the teaching and learning process. The research aimed to understand how the internship enables the articulation between theoretical knowledge acquired at the university and pedagogical practice, making teaching more meaningful and responsive to students’ realities. Therefore, a qualitative approach of descriptive and exploratory nature was adopted, also characterized as a case study. Data collection was carried out through classroom observations, field notes, and teaching practice activities, allowing for the analysis of applied methodologies and interactions between teacher and students. The results indicated that the internship fostered the development of essential competencies, such as planning, organization, adaptation of pedagogical strategies, and a reflective professional stance. Furthermore, it highlighted the importance of relating mathematical content to students’ daily lives and to the cultural knowledge of the quilombola community, valuing their identity and lived experiences. It is concluded that Supervised Internship II goes beyond a curricular requirement, constituting a space for learning, reflection, and professional development. It contributes to the preparation of more critical, aware, and committed teachers, capable of promoting inclusive, contextualized, and transformative education that effectively integrates theory and practice while respecting cultural diversity and students’ needs.Acesso AbertoFormação de professoresEstágio supervisionadoEducação quilombolaTeacher educationSupervised internshipQuilombola educationCNPQ::CIENCIAS HUMANAS::EDUCACAOTrabalho de Curso - Graduação - MonografiaAttribution-NonCommercial-NoDerivs 3.0 Brazil