Aprendizados de um intercâmbio entre Brasil e Portugal no estágio curricular supervisionado em Matemática: ensino de função através do Lesson Study

Abstract

The present research aims to analyze learnings for/in teaching in the context of the Supervised Curricular Internship in Mathematics (SCIM) through a Lesson Study process during an exchange with the University of Brasília (UnB) and the University of Lisbon (ULisboa). The SCIM plays a fundamental role in the training of future teachers, providing a direct relationship between theory and practice. The Lesson Study structure adopted in the SCIM is detailed in seven stages in this research: defining the theme, study and planning, socialization of the plan and simulation of the lessons, lesson development and observation, post-lesson reflection at the school, post-lesson reflection at the university and replanning, and systematization of the experience. In this research, we used a qualitative approach based on Yin (2016). The study was developed by a future teacher from the Federal University of Campina Grande during an exchange within the Supervised Curricular Internship in Mathematics II (SCIM II) in a Lesson Study process conducted with UnB and ULisboa. This process involved producing a common collaborative lesson plan on the content of introduction to first-degree polynomial function to be implemented in a 9th-grade class at a public school in the state of Paraíba. The results demonstrate that Lesson Study promotes collaborative planning, exchange of experiences, and critical reflection on one or more lessons for future teachers. The methodological approach implemented in the classroom was essential for the discussion moments. Exploratory teaching as a methodology favors the active and significant participation of students in the construction of mathematical knowledge, promoting a more dynamic and reflective teaching approach. It also provides the future teacher with experience in conducting collective discussions and selecting resolution strategies. Furthermore, the Lesson Study articulated with exploratory teaching during the exchange enhances the initial training of future teachers, encouraging a student-centered teaching approach. However, this research also points out the challenges faced by future teachers during the development of a formative process, such as the difficulty in adapting to guide and lead the student. It is concluded that the SCIM II in a Lesson Study process articulated with exploratory teaching during the exchange provided learnings for the training and professional development of future teachers aiming at future practice, as well as learnings in teaching given all the discussions, studies, collaborative planning, meetings, exchange of experience, and the application of a more dynamic and effective teaching