Estágio curricular supervisionado em Matemática no formato remoto: reflexões e práticas em tempos de pandemia

Abstract

The supervised curricular internship is a mandatory part of all teacher-training courses, since it is the moment when the student is inserted and learns in his future work environment. However, with the emergence of the Covid-19 pandemic, schools had to be closed as a preventive measure. This event has led to the option to offer school activities in a remote format at all educational levels and spheres. In this context, this research aims to analyze the planning, execution and evaluation of activities developed by students from the 7th period of the Mathematics Degree course at the Federal University of the South and Southeast of Pará (Unifesspa), during the curricular internship supervised in remote format in a 2nd class year of high school in the public network of Marabá, in the State of Pará. Was used a qualitative approach and data collection through participant observation. The results were treated under content analysis and analyzed in the light of several authors, namely: Freitas (2020), Delaia and Silva (2020), Dias (2020), Oliveira (2020), Aguiar et al. (2019), Medrado (2019), Arroyo (2029), Brancatti (2018, Nörnberg (2017), Moraes (2016), Pimenta and Lima (2017, 2019) and others. Among the results, we highlight that the pandemic context brought numerous challenges for the practice of internships in undergraduate courses and the remote format adopted was an alternative that became the most viable for the moment. It was observed that the activities became possible through the technological tools, however, the interaction between the intern and the whole context that belongs to the school everyday life was missing, which can leave gaps as to the construction of his/her professional profile.