Estágio curricular supervisionado na licenciatura em Matemática em tempos de pandemia: experiência no ensino médio na rede pública

Abstract

The supervised curricular internship is essential in the teacher training process within the scope of degrees. However, in some courses, this modality in Brazil, the internship had to be adapted to the global context of the Covid-19 pandemic, developing with remote activities. In this approach, some questions arose about the development and organization of the internship and the contributions to the participants in this process. This research aims to analyze the experience lived in Stage III, by a class of the Licentiate Degree in Mathematics, Famat, Unifesspa, which occurred remotely in classes of the 1st and 2nd years of high school in a state public school in Marabá, in Pará. A qualitative approach was used and data were collected from participant observation. The results were treated under content analysis and observed through the perspective of several authors: Delaia and Silva (2020), Veloso and Walesko (2020), Aguiar et al. (2019), Gatti et al. (2019), Nörnberg (2017), Piconez (2012), Pimenta and Lima (2011, 2019) and others. Among the results, it was inferred that even with the limitations and difficulties imposed by remote education, the interns followed part of their formative path towards teaching. The internship experiences placed them as subjects of action and reflection on their practices. However, the absence of experience at school can compromise the understanding of the complexity of the school context, as well as the intervention and appropriation of the educational reality.