Supervised Internship in the initial training of mathematics teachers in the context of remote education: reflections on the experience of the Federal Institute of Brasília - Campus Estrutural

Abstract

This experience report is the result of a reflection on the offer of the Supervised Internship disciplines in the Mathematics Degree at the Federal Institute of Brasília - Campus Estrutural in the context of remote education. The remote teaching discussed in this report happened in 2020 and 2021 due to the health crisis caused by the coronavirus (COVID-19). Due to this pandemic, presencial classes were suspended in most Brazilian schools, and remote learning was adopted. Throughout the report, it will be described how the supervised internship disciplines II and III were offered in the referred course and will also be discussed about their impacts and challenges. The structural design of the experience report was initially made by a bibliographical research, an exploratory and descriptive research was also carried out, in order to understand the importance of the Supervised Internship in the initial teacher education and to contextualize the theme in remote teaching, in addition to presenting perceptions of the various actors involved in the execution of the Supervised Internship in remote format. Thus, a survey of information was carried out in official documents that guide teacher education, ordinances or recent resolutions related to remote education, Collegiate minutes, Work Plans for supervised internships, Attendance Reports, Assessment Forms, specific forms of the component curriculum, class diaries, presentation of the work of students in the discipline, among others. Data from these classes referring to the semesters 2020.1, 2020.2 and 2021.1 were analyzed, with 14 students from Stage II and 13 students from Stage III. Some students from the Mathematics Degree highlighted that it was an interesting experience, as they learned about the use of technologies in mathematics teaching, while some students mentioned, in internship classes and in reports, how much they learned during this supervised internship period about the use of several technological possibilities and related to the teaching of mathematics. It should also be noted that several undergraduates reported difficulties regarding the completion of internships, the challenges were several, having to improvise study spaces, facing problems of connection and noise, lack of motivation, among other factors.