Estágio Curricular Supervisionado no Contexto do Ensino Remoto: análise da visão de futuros professores de Matemática

Abstract

In view of the formative processes of teachers in the midst of social isolation, caused by the COVID-19 pandemic, we can turn our attention to how the development of the internship occurs. Thus, the objective of the article is to analyze the view of future mathematics teachers about the experience in the supervised curricular internship in the context of remote teaching. Thirteen future mathematics teachers, in their third year of the course, answered two questions about the internship in the form of remote teaching. The research is qualitative and descriptive in nature, so the data were analyzed from the perspective of Content Analysis. The results showed that the positive points were the support of the supervising teacher for the internship activities and the learning of technologies, so that their use should be part of school teaching. The results also showed that the negative points corresponded to the little presence of students in the online classes, the lack of contact with students and teachers, and the lack of direct access to the platforms to conduct the activities. We conclude that the internship is a formative axis that should be experienced in contact with the school reality and that the technologies used in remote teaching awakened the need to rethink the use of other technologies in the classroom.