O estágio supervisionado na licenciatura em matemática: possibilidades de colaboração

Abstract

The present dissertation is resulted of qualitative investigation entitled The Apprenticeship Supervised in Mathematical Degree: cooperation’s possibilities, developed in Masters Degree Program close in Sciences and Mathematical Education (PPGECM) of Support’s Pedagogic Nucleus to the Scientific Development (NPADC), located in Federal University of Pará (UFPA). This research intends discussing development’s possibilities of collaborative practices in mathematical apprenticeship supervised, considering existent interactions among licensing/formater-professor/ school-professor triad, conceiving apprenticeship as a connection between school and university. The investigation happened from May to October 2006, involving three licensings of a Supervised Teaching / Apprenticeship Practice group’s of UFPA’s Mathematical Full Degree. To analyze possibilities and limitations of practices constitution or collaborative groups, inside of Mathematical Apprenticeship Supervised, looking for describe the approach and contribution among formater-teacher, licensing and school-teacher, was fallen back upon licensing report’s and semi-structured interviews accomplished with school-teachers and licensings. The theoretical referencial is based on studies and authors' researches as Gonçalves (2000) and (2006), Fiorentini (2004), Ferreira (2003), Garcia (1995), Gauthier et al (1998), Tardif (2002) and Pepper and Lima (2004) inside of teachers' formation context. In this context it can be contemplated production possibilities and knowledge systemization, giving emphasis to a movement that looks for giving sense to what is produced in school, in university, requesting creation and recriação of experience knowledge and, concomitant, longing for penetrating in a professionals group that discusses the problems jointly, inaugurating like this the institutionalization of practices, attitudes and faiths that make possible for all the understanding of what are the pedagogic action knowledge’s.