O Estágio Supervisionado na formação de professores de Matemática e experiências formativas: Revisão Sistemática.

Abstract

The Supervised Internship plays a strategic role in teacher education programs by providing future teachers with a systematic experience of the complexities of teaching practice.This qualitative research, conducted as a systematic review, investigated how the internship, understood as a space for knowledge production, contributes to the training of Mathematics teachers for Basic Education. Publications from 2017 to 2024 were analyzed, based on the descriptors: supervised internship in Mathematics, mathematics didactics, and teacher education.The methodology followed five steps, from defining the research topic to the final synthesis of findings. The results indicate that investigative methodologies, such as Didactic Engineering, promote greater authorship and critical thinking among pre-service teachers, in contrast to approaches based solely on observation. Teacher training during the internship depends on the guidance of supervisors, the connection between university and school, and the pedagogical intentionality of the curricular component.It is concluded that the Supervised Internship is a fertile space for creation, analysis, and reflection in initial teacher education.