Percepções sobre as contribuições do programa de residência pedagógica e do estágio supervisionado na formação do professor de matemática

Abstract

This article aims to understand the perceptions about the contributions of the PRP and the Supervised Internship in the training of mathematics teachers. To achieve this goal, we sought to analyze the different perceptions about the contribution of the Pedagogical Residency Program and the Supervised Internship in the training of mathematics teachers through the methodological path based on qualitative research. The techniques used to obtain data were through participant observation, an open questionnaire conducted with interns, residents, graduates and teachers of Basic Education. The results obtained indicate that it is of paramount importance that the student has knowledge of the programs and mandatory disciplines that contribute to the initial training, help in the development and acclimatization of the student to the area of activity related to the school of basic education, being able to provide a better immersion of the student.