An analysis of the Brazilian academic production on the Supervised Curricular Internship of the Mathematics Degree courses

• Autor(a) principal: Barbosa, Cirléia Pereira
• Data de Publicação: 2021
• Outros Autores: Lopes, Celi Espasandin
• Tipo de documento: Artigo
• Idioma: por
• Título da fonte: Revista de Educação Matemática (Online)
• Texto Completo: https://www.revistasbemsp.com.br/index.php/REMat-SP/article/view/120
• topic: Licenciatura em Matemática; Estágio Curricular Supervisionado; Mapeamento

This article presents the results of a mapping of Brazilian academic research, produced/defended in the last seven years in stricto sensu graduate programs in the areas of Education and Teaching at Capes, and whose focus is the Supervised Curricular Internship in the courses Degree in Mathematics. It seeks to answer the question: “What themes emerge in Brazilian dissertations and theses – in the period from 2013 to 2019 – about the Supervised Curricular Internship in Mathematics Degree courses?” To carry out the survey of the works, the Bank of Capes’ Theses and Dissertations was used. The organization model proposed in the studies by Fiorentini (2002) – from the formation of thematic focuses and subfocuses arising from the reading of the works – was used to identify the themes of the 45 selected researches. The results indicate a greater interest of researchers in studies on the future teacher of Mathematics, especially the knowledge and skills of undergraduate students and teaching professional learning; an increase in research related to the topic, especially doctoral theses; and the need to rethink the internship in the formation of mathematics teachers, in order to link the knowledge acquired at the university to the mathematical contents taught at school.