Banca de DEFESA: ALINE WALTER RECULIANO FAGUNDES

TEACHING KNOWLEDGE MOBILIZED IN THE SUPERVISED INTERNSHIP IN THE INITIAL TRAINING OF MATHEMATICS TEACHERS IN RONDÔNIA

Supervised Internship. Teaching knowledge. Initial training. Undergraduate degree
in Mathematics.

Supervised Internship is an important formative context in the initial training of Mathematics
teachers. Therefore, this research aimed to investigate the pedagogical knowledge mobilized in
the Supervised Internship of undergraduate Mathematics courses in Rondônia. The theoretical
framework drew upon references from the fields of Education and Mathematics Education to
address Supervised Internship, the initial training of Mathematics teachers, and the necessary
knowledge for the teaching profession, including Shulman (1986), Mizukami (2004), Ball,
Thames and Phelps (2008), Pimenta and Lima (2017), Teixeira and Cyrino (2015), among
others. Methodologically, the research employed a qualitative and field approach. Fifteen
students from the in-class Undergraduate Degree in Mathematics course at the Federal
University of Rondônia (UNIR) at Ji-Paraná and Porto Velho campuses and at the Federal
Institute of Rondônia (IFRO) at Cacoal and Vilhena campuses, participated in this study. Data
were collected through documentary analysis of the Pedagogical Projects of Courses (PPCs) of
Undergraduate Degree in Mathematics courses at UNIR and IFRO, reports of Supervised
Internship and/or experience accounts from the Pedagogical Residency Program, as well as the
application of questionnaires and semi-structured interviews. The data were presented,
interpreted and analyzed through thematic axes, which were: Supervised Internship in the
Pedagogical Projects of the face-to-face Mathematics Teaching programs at UNIR and IFRO;
Contributions and gaps in the Mathematics Teaching program regarding preparation for
Supervised Internship; Supervised Internship: a place of experiences, reflections, learning, and
difficulties; Pedagogical knowledge mobilized/constructed during Supervised Internship by the
students. Among the results, it is highlighted that the students mentioned learning experiences,
difficulties, contributions, and gaps in Undergraduate degree in Mathematics courses.
Regarding learning experiences, professional growth, the search for new teaching methods,
understanding the reality of being a teacher, and self-evaluation of preparation for teaching
were emphasized. The main difficulties pointed out were nervousness, students indiscipline
issues, remote classes during the pandemic, gaps in mathematical content, and the challenge of
dealing with students with disabilities. The contributions of the course included planning,
methodologies, pedagogical knowledge, mathematical knowledge, and didactics. On the other
hand, the identified gaps were related to curricular components too focused on higher education.
Additionally, the different experiences during the internship contributed to the construction of
new knowledge and the reevaluation and reconstruction of existing knowledge. The knowledge
constructed in the curricular components that were mobilized from the perspective of the interns
included understanding the school context, basic mathematics knowledge and the four
operations, understand the reality of the teaching profession, teaching strategies for content,
understand how students learn, reflecting on the teaching practice, and seeking strategies to
overcome the students difficulties. The knowledge that stood out as being developed during the
internship was the establishment of a mathematical language in the classroom and the
development of professional identity. Based on the results, it was possible to identify the need
to effectively overcome the bureaucratic perspective of the internship, in order to maximize its
contributions as a space for the training of future Mathematics teachers. Therefore, it is expected
that the results of this research will promote reflection, stimulate debate, and encourage further
research on Supervised Internship in the Undergraduate degree in Mathematics course,
especially in the Northern Region.