O estágio supervisionado obrigatório e a formação docente: a construção de saberes docentes iniciais na licenciatura em Matemática da UFMA

Abstract

This study investigates the structure, implementation and development of knowledge and professional attitude in the Initial Training of students in the Mathematics Degree Course at UFMA-Campus São Luís, through the Mandatory Supervised Internship (ESO). In this sense, we sought to analyze the format of the ESO described in the Pedagogical Project of the Full Degree Course in Mathematics (CLM), as well as to identify and characterize the students in the ESO situation of the CLM, outlining their perceptions on how they conceive the practice of the Supervised Internship from the perspective of the formation of the teaching identity. For this, a qualitative methodological approach is used, following the perspective of the case study, as proposed by Yin (2001). For data collection, semi structured interviews were conducted with the interns and with the internship coordinator, enabling the understanding of the experiences lived by the interns and the organization of the CLM. Data analysis will follow the steps described in Laurence Bardin's Content Analysis. The initial assessment reveals essential aspects of Initial Mathematics Teacher Training, highlighting both the positive characteristics evidenced in the experience and the challenges faced by undergraduates during the internship. The partial results indicate ESO as a fundamental element in the construction of teaching identity, providing future teachers with an integration between theory and practice. In addition, the study highlighted the importance of reflection and personal organization of undergraduates in the face of the demands of the profession. The final considerations aim to contribute to the improvement of Initial Mathematics Teacher Training, with the objective of training more consistent professionals who are aware of their role in education.