PRÁTICAS E SABERES DOCENTES POTENCIALIZADOS POR FUTUROS PROFESSORES EM FORMAÇÃO INICIAL DE MATEMÁTICA NA DISCIPLINA DE ESTÁGIO SUPERVISIONADO II

Abstract

Situating the Supervised Internship as an essential moment in the Mathematics teacher’s initial training process, where the encounter between theoretical knowledge and practical activities takes places, reflecting the search for becoming a teacher, our proposal aimed to identify the knowledge mobilized during the teaching practices carried out in the Supervised Internship II discipline. In this sense, we assume as theoretical support to guide our research the themes related to initial teacher training, Supervised Internship and Teaching Knowledge. The context of the research and training scenario was the Supervised Internship II discipline of the Mathematics degree course at the Federal University of Northern Tocantins - UFNT/CCI and included the participation of 13 students who we call future Mathematics teachers, regularly enrolled in that discipline. It is noteworthy that through the activities and actions carried out, we seek to answer the following research question: What knowledge and teaching practices are enhanced by future Mathematics Teachers through the activities of the Supervised Internship II discipline? In this sense, we held training meetings with the research participants, so that the activities carried out with them could reverberate in the mobilization of knowledge and teaching practices that contributed to their training and professional constitution. However, we adopted the qualitative approach of participatory research to carry out our research, according to Brandão and Streck (2006), using narrative interviews as an analysis technique and the categories that emerged for analysis were adopted from Tardif (2014) with regard to professional training knowledge. The reflections that we present as results arising from the research process developed demonstrate the constitution of a dialogical, participatory movement, where future Mathematics teachers had the opportunity to effectively get involved in the actions developed and actively participate in the mobilization of knowledge and teaching practices resulting from their professional training. Above all, we demonstrate that the activities promoted in the Supervised Internship II discipline favor the mobilization of knowledge and teaching practices of future Mathematics teachers, having an impact on their training and professional constitution.