A prática como componente curricular e o estágio curricular supervisionado do Curso de Licenciatura em Matemática noturno da UFPel

Abstract

This dissertation was developed within the Graduate Program in Mathematics Education (PPGEMAT) from the Federal University of Pelotas (UFPel). This is a qualitative study, with the general objective of identifying the relevance of the courses of Practice as Curricular Component (PCC) to do the Supervised Internship (ECS) for students from the Nocturnal Mathematics Teaching Major at UFPel (CLMN). The research question is as follows: how do teachers, who are alumni from CLMN, perceive the courses of Practice as Curricular Component and Supervised Internship? At first, we gathered data from legal documents delimited for this study, i.e. the Teaching Project from the Nocturnal Teaching Major (UFPEL, 2017) and the Resolution of the National Board of Education (CNE, 2015b), which were analyzed based on content analysis. Secondly, we interviewed 16 alumni from CLMN that work in public basic education schools. To interpret the teachers’ reports, we used discursive text analysis. After analyzing the documents, we verified that, even though in the PPC texts from the CLMN from 2017 and the Resolution n. 2/2015 the PCC courses are proposed from the first semester on, there are gaps that allow the students to take them randomly, which compromises the process of initial training. The alumni from CLMN presented that theory and practice are very important for teachers’ foundation. They highlighted that, during the initial training, they experienced the distance between what is learned in the university and what they had to teach as interns and, afterwards, as actual teachers.