“Practice” and “Supervised Internship” in teacher education: what does the degree course in Mathematics at UNEB reveal?

• Autor(a) principal: Silva, Américo Junior Nunes da
• Data de Publicação: 2020
• 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/390
• topic: Practice; Internship; Mathematics teacher training; Práctica; Pasantía; Formación de profesores de matemática; Prática; Estágio; Formação de professores de Matemática.

This article aims to identify how the Mathematics Degree at the State University of Bahia (UNEB), campus VII, in Senhor do Bonfim-BA, conceives and articulates the discussion on “Practice as a curricular component” and on the “Supervised internship” in its Pedagogical Course Project (PPC), in force at the time of this investigation. For this, a qualitative research, of the documentary type, was proposed, whose instruments of data production were the PPC of the course and some resolutions and opinions of the National Council of Education (CNE). To analyze the data, Content Analysis was used, following what Bardin (2009) proposes. After a systematic look at the course curriculum, it was noticed that “Practice as a curricular component”, although present in the analyzed document, needs to be better defined, and that the situation of the “Supervised Curricular Internship” is different, having its definition more consistent in the PPC. It is hoped, with this work, to point out the need for undergraduate courses to reflect on the place that “Practice” and “Internships” occupy in their Projects.