Engajamento mútuo de futuros professores de matemática nas atividades de estágio supervisionado I

Abstract

The Supervised Practice is one of the disciplines responsible for providing the first contact of the future Mathematics teacher with the reality of the Basic Education schools and with its educational processes, which has been the main source of many researches, studies and reflections among researchers and teachers. In this sense, we understand that the experiences of trainee teachers enhanced by the practical activities carried out in the field schools, as well as by the studies of the theories presented and discussed during the formative meetings of the Supervised Practice course, which take place in the university classroom have provided opportunities for the constitution of research and reflective teachers, reverberating positively in their future teaching activities. In this constitutive perspective, we seek to answer the following research question: In what terms of the Mutual Engagement of future Mathematics teachers are the activities planned to carry out the Supervised Practice Course I? Based on this questioning, we defined the objective of Investigating the Mutual Engagement of Future Mathematics Teachers in the Mobilization of Planned Activities for the Supervised Practice Course I. From this proposal, we opted for the qualitative approach of the participant research type. To this end, we developed the research with the 22 students regularly enrolled in the Supervised Practice Course I of the Mathematics Degree Course at the Federal University of Tocantins (UFT), Araguaína Campus, focusing on the moments of socialization of actions, discussions and reflections on the experiences of the trainee students in their Observation practice activities. In this scenario, we sought to highlight the elements of Mutual Engagement presented by students during the performance of planned activities. The information gathering process took place during the 18 formative meetings of the Supervised Practice Course I, with the information recorded in a field notebook, the participant observation, the use of audiovisual resources, the reading of the Final Reports of the Internship Activities and two instruments for collecting information, namely: the Self Constitution in Supervised Practice Course I and the Constitutive Path of Future Mathematics Teachers. For analysis, we organized the classes in 5 blocks of formative and constitutive activities. The collected data were analyzed in the light of the Communities of Practice theory, in particular, the elements that enable Mutual Engagement. As a result, we have evidenced characteristics of the Mutual Engagement of future Mathematics teachers during the performance of the activities planned for Supervised Practice Course I. We emphasize that, when engaging in the realization of the proposed Projects, the students showed characteristics that they are already developing their professional identity. In this way, we understand that, in addition to the engagement of students, the moments of socialization, discussions and reflections offered during the course contributed to their teacher training, as well as the approximation between UFT and observation field schools.