Entre Lives, Textos e Contextos: o Estágio Supervisionado na EJA em Tempos de Ensino Remoto

Abstract

This article presents formative actions developed in times of remote education to bring mathematics undergraduate students closer to the Youth and Adult Education (YAE) classroom. It shows some possibilities for carrying out supervised practicum activities, highlighting aspects of planning, implementation, student learning and appreciation of the subject itself. In addition, it shows curricular (re)configurations carried out in the course syllabus to develop it through non-face-to-face pedagogical activities (APNPs). In this way, it seeks to show the role of live streams, texts and contexts for the realization of this formative stage and seeks to materialize the perspective of the teacher trainer who sought, in the threshold of her methodological proposal of supervised practicum, to promote teaching learning for future math teachers. As main results, this study points to the understanding of the context in an YAE classroom; the knowledge of students profile (young, adult and elderly); the teacher sensitivity to define mathematical content to be taught in YAE classes, in order to meet the different profiles and the training interests, and the reflection on teaching methodologies. Furthermore, this experience report highlights some contributions for mathematics teachers working in YAE, teacher trainers who teach supervised curricular practicum courses and future mathematics teachers; when it enables, respectively, the sharing of their praxis and reflections about them, flexible planning, collective discussions, the assessment of learning and the course itself and the organizational knowledge of YAE classes.