The regency in the stage supervised in the licensee in Mathematics: a report of experiences and living on knowledge, doing and knowing to make teacher in an online formation

• Autor(a) principal: Machado, Adriano Silveira
• Data de Publicação: 2021
• Tipo de documento: Artigo
• Idioma: por
• Título da fonte: Revista de Ensino de Ciências e Matemática - REnCiMa
• Texto Completo: https://revistapos.cruzeirodosul.edu.br/rencima/article/view/2914
• topic: Formação de Professores de Matemática; Estágio Supervisionado; Formação em Serviço; Identidade Docente; Saberes Docentes; Teacher Training in Mathematics; Supervised Internship; Training Service; Teaching Identity; Teacher Knowledge; Formación del Profesorado de Matemáticas; Pasantía Supervisada; Entrenamiento en Servicio; Identidad Docente; Enseñanza del Conocimiento

The result of a collection of experiences between 2010 and 2017 in the Bachelor's Degree in Mathematics at the Federal Institute of Education, Science and Technology of Ceará (IFCE), as a professor of the subject of Supervised Internship. The premise of search was to recall paths, and it was due to the formatting of a teacher-trainer identity in the corrected discipline. These paths would serve as a reflective foundation on teaching practice and knowledge, essential to the emergence of such an identity in formation. The comings and goings to the IFCE centers in the interior of the state, to accompany the graduates, allowed contact with the culture, habits, local values, the holding of meetings, training, and degree on the implemented teaching. It enabled the emergence of multiple perceptions about the advent of teaching and teaching practice. Such actions permeated the practical investigation of teachers, while the analysis of the teaching know-how, to understand the practice lived and the reality experienced. Through this intersection, the relations between school and work, training and practice, theories studied and actions taken acquire value for the effectiveness and efficiency of the training process linked to the quality of actions, interactions, directions provided by trainers, pedagogical proposals and design instructional course.