Estágio Supervisionado no curso de licenciatura em Matemática na modalidade a distância

Abstract

In this research, we sought to understand the pedagogical architecture of a Mathematics degree course in distance learning in the context of the Covid-19 pandemic, linked to the Brazilian Open University System (UAB). The general objective of this research is to understand how the Pedagogical Practice Internships I, II, III and IV were organized and developed, taking into account the specificities of distance learning in times of crisis. The specific objectives include describing the organizational, methodological, content and technological aspects related to supervised internships. The methodology used is qualitative in nature, adopting an exploratory approach. The process of producing the research information was developed through documentary analysis and non-participant observation in the Virtual Learning Environment of the second class of the distance Mathematics Degree course, accompanying students in the last four semesters of the course, during the years 2020 and 2021. As a result of the research, it was found that there were no major differences in the development of Supervised Internships during the pandemic in relation to face-to-face and distance learning Mathematics degree courses. As for the organizational aspects, it was found that the pandemic context interfered with the organization of time and space, the role of the subjects and the format of the classes during the Pedagogical Practice Internship curricular components in the Mathematics Degree course, in the distance modality. Regarding to methodological aspects, it was evidenced that the activities concerning the use of digital information technologies were more worked on in Supervised Internship III, those concerning inclusive education in Internship IV and those relating to assessment in Internship II. The four internships involved analyzing official documents and producing field notes. Regarding the content aspects, it was identified that the content was made available through fiches, summaries, critical analyses, videos, directed or open-ended research, reflections, descriptions, projects, lesson plans, didactic activities, games, problem situations, lesson descriptions, supporting documents, textbook analysis, simulated teaching and PowerPoint preparation. We concluded that specific knowledge of the content was evident both in some of the trainees' theoretical lessons and in their teaching practices. With regard to the technological aspects, it was observed that the use of virtual learning environments and communication resources enabled the trainees' theoretical classes and teaching practices. We recognize as fundamental importance the development of public policies that value the people involved in offering these undergraduate courses in the distance learning modality, as well as the permanent search to improve the pedagogical architecture of these courses. We advocate continuing research into the pedagogical design of supervised internships in initial math teacher training courses.