PROPOSALS FOR PRACTICUM IN PRESERVICE MATHEMATICS TEACHER TRAINING AT PUBLIC UNIVERSITIES IN SOUTHEASTERN BRAZIL

• Autor(a) principal: Cristovão, Eliane Matesco
• Data de Publicação: 2021
• Outros Autores: Fabiana Fiorezi de Marco, Ana Teresa C. C. de Oliveira, Fabiana Chagas Andrade
• Tipo de documento: Artigo
• Idioma: por
• Título da fonte: Revista Sergipana de Matemática e Educação Matemática
• DOI: 10.34179/revisem.v6i3.15835
• Texto Completo: https://seer.ufs.br/index.php/ReviSe/article/view/15835

In this article, we present an excerpt from the national research entitled "A formação inicial de professores que ensinam matemática: a Licenciatura em Matemática no Brasil em 2019". We turn our attention to the Practicum proposals presented in the Pedagogical Program Course of the face-to-face Preservice Mathematics Teacher Training courses in Public Universities in Southeastern Brazil. Thus, our goal is to draw a brief overview of the internship proposals and analyze those that indicate aspects considered innovative, according to the place and importance attributed to this curricular component in the course. This research is qualitative and based on document analysis, has as its corpus of study the pedagogical program of 31 courses that meet Resolution CNE/CP 02/2015. The results show that practically 50% of universities still maintain the practicum as an isolated component, that is, the moment of practice, without the necessary connection with theory, but there are proposals that can guide significant changes, and some capable of deconstructing the “3+1” model, which seek to train the teacher as a reflective critical intellectual professional.