Reconfiguring the Curricular Compulsory Traineeship in Mathematics for the Context of Emergency Remote Teaching

Abstract

The research was developed with the objective of describing the process of reconfiguration of the planning of two components of Curricular Compulsory Traineeship in Mathematics for the context of emergency remote teaching. Therefore, it was supported by an empirical study, with a qualitative approach, developed in the descriptive-participatory modality. The results suggest that, even in the face of the pandemic context, it is possible to develop the curricular components of Curricular Compulsory Traineeship, through a permanent and continuous reconfiguration of the planning of activities developed at the university and at school. It was also possible to notice that the use of virtual tools can be an aid in the development of activities in face-to-face return, but that they do not overcome the dynamics of the face-to-face classroom, whether in Higher Education or Basic Education, with regard to guarantee the time of discussions, reflections, socializing and, mainly, in the organization of the pedagogical work.