Estágio Curricular Supervisionado em processo de Lesson Study: a colaboração entre UFCG e UNB no ensino de números decimais.

Abstract

This study aims to analyze contributions of Exploratory Teaching in the Supervised Curricular Internship in Mathematics (SCIM) in the process of Lesson Study (LS), highlighting the importance of collaborative work for the development of exploratory mathematical tasks. LS promotes the collaborative planning, implementation, and critical reflection of a lesson or sequence of lessons by incumbent and/or prospective teachers (PT) and/or teacher educators. Exploratory Teaching, in turn, favors the active participation of students in the construction of mathematical knowledge, enabling dynamic and reflective teaching. The work, with a qualitative and interpretative approach, was developed with PT from three Brazilian universities, Federal University of Campina Grande, University of Brasília and Federal University of Western Bahia, analyzing how the collaboration between PT, SCIM educators and supervising teachers contributed significantly to the elaboration of lesson plans and the conduction of the internship in a 7th grade class of higher elementary school in a public school in the interior of Rio Grande do Norte. The work highlights the seven stages of the LS adopted within the scope of the SCIM, emphasizing the development of the education process. The results indicate that the integration of LS and Exploratory Teaching enhance the initial education of teachers, promoting a more reflective teaching centered on student learning. However, the study also highlights the challenges faced in developing an unusual education process, which requires time and dedication to complete the stages. It is concluded that the collaborative classwork developed at SCIM allowed the construction of a dynamic and effective teaching, strengthening the articulation between theory and practice in teacher education.