Uma análise do estágio curricular supervisionado em dois contextos: com e sem Lesson Study.

Abstract

The Supervised Curricular Internship (ECS) is an important curricular component for initial teacher training, as it is at this stage of graduation that undergraduates will have an approximation with the professional reality. We also know that teaching methodologies and/or didactic tools are the way teachers choose to teach their classes, that said, choosing these for conducting internships is of paramount importance. In consideration of this, our work aims to analyze experiences lived in the Supervised Curricular Internships in Mathematics (ECSM) II from the different teaching methodologies and/or teaching tools (Lesson Study and others). Research data were obtained through a questionnaire and experience reports from two different ECSM II classes. In our results we bring discussions about the teaching methodologies and/or teaching tools that were most used by the interns, which highlight: Traditional Teaching, Games, Lesson Study and Problem Solving. Finally, we were able to conclude that some teaching methodologies and/or didactic tools, used by the undergraduates, were significant for their initial training in the context of Internship, in view of the importance they have in relation to the teaching and learning of Mathematics.