A formação inicial e a contribuição do estágio supervisionado: um estudo com alunos do curso de licenciatura em matemática

• Ano de defesa: 2012
• Autor(a) principal: Rodrigues, Karina de Cássia
• Orientador(a): Passos, Laurizete Ferragut
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Pontifícia Universidade Católica de São Paulo
• Programa de Pós-Graduação: Programa de Estudos Pós-Graduados em Educação Matemática
• Departamento: Educação
• País: BR
• Palavras-chave em Português: Formação de professores; Estágio supervisionado; Aprendizagem da docência; Teoria e prática
• Palavras-chave em Inglês: Teacher formation; Estágio supervisionado; Learning of teaching; Theory and practice
• Área do conhecimento CNPq: CNPQ::CIENCIAS EXATAS E DA TERRA::MATEMATICA
• Link de acesso: https://tede2.pucsp.br/handle/handle/10921

This research is focused on the contribution of the course Estágio Supervisionado (supervised teaching experience) to the learning of future Mathematics teachers. The goal was to know who were the graduating students of the Mathematics Licentiate course and what they think about their academic formation, specifically about teaching and the role of the Estágio Supervisionado for the future practice. Initially, there was a discussion about the initial formation in the current reforms and the teaching career s complexity. The thoughts of authors, both Brazilian and foreigners, were also added to the matter, relating theory to practice. Studies have focused mostly on Shön (1982), Zeichner (1983), Shulman (1996), Liston e Zeichner (1997), Tardif (2002), Imbernón (2004), Abdalla (2006), Pereira (2007), Santos (2007) and Gatti (2010). The data was collected on a confessional higher education institution in the city of São Paulo. The subjects of the research were graduating students of the Licentiate course. To determine the necessary information to analyze the data, four fundamental instruments were chosen: questionnaires, discussion groups, interviews and the watching of classes of the aforementioned subject. The chosen approach was a qualitative one, since it provides the observation and the analysis of several expressions and manifestations of the researched object. The data has shown that the graduating students recognize the molding role of Estágio Supervisionado and emphasize that this role is strongly attached to the role of the professor in charge of the course. The activities realized in the classroom and observed by the researcher were evidence of the role taken by the subject and the connection made between theory and practice