THE INTERNSHIP AS A RESEARCH POSSIBILITY IN PEDAGOGY UNDERGRADUATAND GÉRARD VERGNAUD'S CONCEPTUAL FIELDS THEORY

• Autor(a) principal: Baima, Jéssica de Godoi
• Data de Publicação: 2021
• Outros Autores: Ciríaco, Klinger Teodoro
• Tipo de documento: Artigo
• Idioma: por
• Título da fonte: Olh@res (Universidade Federal de São Paulo)
• Texto Completo: https://periodicos.unifesp.br/index.php/olhares/article/view/11325
• topic: Estágio; Formação de Professores; Teoria dos Campos Conceituais; Internship; Teacher Training; Conceptual Fields Theory

In this article, we seek to share the directions and results of an investigation that describes/analyzes the mandatory internship as a research possibility, from the experience of the first author in the context of the undergraduate degree in Pedagogy, at the Federal University of São Carlos - UFSCar. The production of the data in question was based on reflections arising from an intervention, under the qualitative approach in education, in the third year of elementary school in which the Conceptual Fields Theory of Gérard Vergnaud was the theoretical and methodological reference for the work with problem solving in a state public school. Given the reality experienced, it was possible to conclude that the internship experiences play a fundamental role in teacher education, since they have provided, in the case researched, processes of re-signification of the knowledge "of" and "about" Mathematics Education, as well as to know the reality of the work in the school and for paths of professional identity of a future teacher who will teach Mathematics.