Estágios supervisionados: prática profissional e desafios enfrentados pelos estudantes do curso de licenciatura em matemática do IFPI - campus Cocal

Abstract

This study aimed to investigate the reality experienced by students in the Mathematics Teaching Degree program at IFPI – Campus Cocal during their Supervised Internship practice. The internship, a mandatory component of teacher education, provides practical experience of the school environment, promoting the development of professional competencies and strengthening the connection between theory and practice. The research, qualitative in nature and descriptive in character, was grounded in authors such as Lima and Pimenta (2009), Pereira and Nogueira (2020), among others. Structured and semi-structured questionnaires were applied to 19 undergraduate students who had completed the Supervised Internship courses, in order to understand their perceptions, challenges faced, and strategies adopted in the school context. The results indicated that, despite facing challenges such as student demotivation, anxiety, lack of infrastructure, and insecurity, the participants were able to develop important teaching skills, such as lesson planning, classroom management, content adaptation, and the use of active methodologies. The Supervised Internship, within the Mathematics Teaching Degree program, proved to be fundamental for the construction and consolidation of teacher identity, enabling a concrete experience of the school context and critical reflection on pedagogical practice. By articulating theoretical knowledge of Mathematics and Didactics with the real demands of the classroom, the internship significantly contributed to the development of autonomy, confidence, and professional competencies necessary for teaching in Basic Education. It is concluded that the internship, when well guided, is an enriching and indispensable experience in teacher education