Formação Inicial de Professores de Matemática durante o Ensino Remoto Emergencial

Abstract

This article aims to understand the contributions of the internship in relation to the formation of aspects of the knowledge base of the future mathematics teacher, through the analysis of observation reports carried out during Emergency Remote Teaching (ERE). The observation stage is the moment when the interns have their first contact with the school reality, as a future teacher, and also when they observe the intersection of theory and practice. They have the opportunity to understand how school organization and content are organized, get to know different teaching approaches, reflect on what they observe in relation to what they learned at university. The study is of a qualitative nature, data were collected in the Teaching Practice in Mathematics I discipline, which took place during Emergency Remote Teaching (ERE). The observation internships carried out in schools took place remotely, through the observation of videos recorded by teachers in the Paraná class. The corpus consists of the final reports of the interns' observations and the analysis was performed using Discursive Textual Analysis. With the analyses, it was considered that the observation stage, even remotely, contributed for the interns to understand that the teacher, in addition to knowing the content, needs to know the reality of the school and the student, understand the sequence and content to be addressed at each level of education, as well as different ways of teaching them and reflecting on their future practices.