Tangram (Sep 2020)

The Supervised Internship and the formation of the Mathematics teacher: experiences in a high school class

  • Gevando Lopes Santos,
  • Américo Junior Nunes da Silva

DOI
https://doi.org/10.30612/tangram.v3i3.11291
Journal volume & issue
Vol. 3, no. 3
pp. 162 – 177

Abstract

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This article aims to report and reflect on the experiences lived during the Supervised Internship IV, of the Mathematics Degree course at the State University of Bahia -UNEB, CampusVII -Senhor do Bonfim. The same was done during the first semester of 2019 and sought to insert the licensee in the teaching space in Mathematics, in high school classes, so that they could experience situations that in the future may be found in the workspace. For this, the following activities were carried out: i) approaching the school reality through reading the Political Pedagogical Project, observing the school space and building an intervention project; ii) teaching in a high school class and iii) proposing a workshop. It is worth mentioning that the immersion movement at school promoted the development of knowledge necessary for the exercise of teaching and contributed to the process of constituting the teaching identity.

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