Estágio supervisionado remoto na Licenciatura em Matemática: desafios e possibilidades para a formação de professores

Abstract

The objective of the article is to present the contributions, challenges and possibilities of remote supervised internship for the formation of Mathematics teachers, based on the reports of supervising professors and trainee students who developed remote conducting activities, during the covid pandemic context. -19, in a school in the city of São Raimundo Nonato-PI. Therefore, the present investigation was based on the studies by Miranda (2017), Nóvoa (2020), Brito (2020), Silva and Costa (2021), among others, having as a methodological path the qualitative approach of the descriptive type, in that we used interviews to collect data that were interpreted and analyzed according to the content analysis technique. The results show that technology is present in schools and is constantly evolving, making different areas/professions seek to specialize in considering these technological changes. We conclude that despite the limitations and difficulties in implementing remote internship activities, it contributed to the formation of future Mathematics teachers