The sharing of internship actions as space for initial formation teaching

• Autor(a) principal: Corso, Bruna
• Data de Publicação: 2019
• Outros Autores: de Souza, Flavia Dias
• Tipo de documento: Artigo
• Idioma: por
• Título da fonte: Actio (Curitiba)
• Texto Completo: https://periodicos.utfpr.edu.br/actio/article/view/9353
• topic: Educação, Ensino e Aprendizagem em Sala de Aula; Formação de professores para a Educação Básica. Licenciatura. Estágio Curricular Supervisionado. Compartilhamento de ações.; Teacher training to the elementary education. Degree in mathematics. Curricular supervised internship. Sharing of actions.

The following article presents the master’s research results developed in the area of Mathematical Education, particularly about the internship on initial formation of Math teachers. Based on the Activity Theory, the investigation was developed by the way of camp researching with accompaniment situations in classes of Curricular Supervised Internship in a Mathematics degree, focusing on the moments of shared internship responsibilities. In this scenario it was investigated possibilities to organize the teaching by the teacher of the discipline of the internship that could favor the insertion of students in lecturing in the context of the curricular supervised internship. The research occurred by the way of the historic-dialectic materialism method. The data captioning process was done by the way of logbook, observations, and audio recordings made during the encounters, sources for the process of analysis regarding the problematic of the research. In the movement of the analysis’ exposure, we organized the project in three isolates known as planning, collectivity and teacher in activity. Each of these isolates were discussed in the form of episodes and constituted of a set of scenes. As results, we noticed, by the collected data analysis that the characters comprehended the collectivity and the shared planning as representative elements for the organization of the teaching in class through weekly collective encounters. In this perspective, we can point the importance of these shared moments of internship in the formation of future teachers as fundamental to the process of learning of the teachers.