Saberes docentes: olhares a partir dos relatórios de estágio supervisionado construídos pelos licenciandos em matemática da Universidade Federal do Tocantins Arraias na fase de regência no ensino médio da modalidade de Educação de Jovens e Adultos (EJA) 2020/01

Abstract

The issue that drove the construction of this research arose at a time when a survey of the monographs defended by the graduates of the Mathematics Degree Course at Campus de Arraias (TO) was being developed, and no work was identified that dealt with the teaching knowledge built in the supervised internship IV, in that course. This fact prompted me to investigate the teaching knowledge built in supervised internship IV, following the lens of the teaching knowledge defended by Tardif, which are: knowledge of professional training, disciplinary knowledge, curricular and experiential knowledge. Thus, we chose as a research problem: What teaching knowledge was built by trainees in the regency phase developed in Youth and Adult Education (EJA)?. The general objective of this research is to present the teaching knowledge registered in the supervised internship reports produced by the interns of the Licentiate Degree in Mathematics at the Federal University of Tocantins, Campus de Arraias, when they developed the regency phase in High School in the Modality of Education of Youth and Adults in the year 2020/01. Specific objectives and: Identify what teaching knowledge is available in the Supervised Internship reports of the regency phase – in Youth and Adult Education Classes (EJA). According to Tardif, categorize what teaching knowledge is available in the Supervised Internship reports of the regency phase – in the Youth and Adult Education Classes (EJA). The methodological approach used was the document analysis presented by Ludke; Andre (1986) and Cellard (2008), and the tool used in data collection was the reading script. The means of contact for requesting documents from the interns was via e-mail. At first, we seek to develop the analysis of documents. In the second moment, according to Tardif (2002), the teaching knowledge disposed in the Supervised Internship reports of the regency phase was categorized – in the Youth and Adult Education Classes (EJA). In the third moment, the elements of the teaching knowledge registered in the supervised internship reports were presented, as well as the discussions about them.