SUPERVISED INTERNSHIP: KNOWLEDGE LEARNING SPACE FOR MATHEMATICS TEACHING AT EJA

• Autor(a) principal: Belmar, Cesar Cristiano
• Data de Publicação: 2021
• Outros Autores: Wielewski, Gladys Denise
• Tipo de documento: Artigo
• Idioma: por
• Título da fonte: Revista Reamec
• Texto Completo: https://periodicoscientificos.ufmt.br/ojs/index.php/reamec/article/view/12875
• topic: Formação inicial de professores de Matemática; Saberes para a docência; Estágio Supervisionado; Educação de Jovens e Adultos; Initial training for Mathematics teachers; Knowledge for teaching. Supervised internship; Youth and Adult Education; Formación inicial para profesores de Matemáticas; Conocimientos para la docencia; Pasantía supervisada; Educación de Jóvenes y Adultos

Youth and Adult Education (EJA) is a teaching modality with unique characteristics, especially with regard to the public it serves. It is, therefore, of fundamental importance that future teachers have contact with EJA classes throughout their degree, with a view to reflecting on the reality and characteristics of this teaching modality. In this context, the supervised internship is a space with potential to provide opportunities for the construction of teaching knowledge that is particular to this type of teaching. This research has a qualitative approach and is characterized as a case study whose investigated subjects were four undergraduate students of the Mathematics degree course at the Federal University of Tocantins. The objective was to analyze knowledge for teaching in Mathematics built by future teachers in the development of supervised internship in EJA classes. To construct the data, we conducted interviews, observations and analysis of the intervention plans of four undergraduates who conducted the regency in elementary and high school classes at EJA. The results revealed that the critical reflection on the experiences lived during the supervised internship allowed the undergraduates to build some knowledge inherent to the teaching of Mathematics in/for EJA: knowing about EJA students and their specificities and knowing about teaching Mathematics in/for EJA. The results of this study corroborate the idea that the EJA internship is a space for discussion, reflection, construction and (re)construction of knowledge for Mathematics teaching in this teaching modality.