O estágio supervisionado II: reflexão prática das aulas de regência na formação de professores indígenas

Abstract

This article discusses the importance of supervised internship conducting classes, whose purpose is to develop in each student in training, an understanding of the theoretical-practical relationship during their time at university and to promote initial contact with teaching. The supervised internship, as a mandatory curricular component in the Indigenous Intercultural Degree in Mathematics course, establishes this dialogue between the theory learned in the context of indigenous school education (time-university) and its applicability in the community practice of indigenous state schools in Alagoas. This work deals with observations made during Supervised Internship II course with students from Alto Sertão de Alagoas. The information presented results from observations and participation in school settings by the author and co-author and, in the classroom, by the author as a guiding teacher who monitored the development of the conducting classes. The investigation was supported by a bibliographical review and reports obtained during observations of conducting classes. It had theoretical support from Bianchi et al. (2005), Lima e Pimenta (2006), Pimenta (1997) and Tardif (2002), among others. The internship proved to be a space for important reflections and debate, actions and attitudes and growth and experiences in contact with the chosen profession.