THE SUPERVISED INTERNSHIP AND THE INITIATION TO TEACHING: THE STRENGTHS OF AN INTERN WITH PROBLEM SOLVING

Abstract

This article is the result of an analytical movement of the Supervised Curricular Internship (ECS) experiences of the Mathematics Degree course in the final years of Elementary School. It arose from the following question: what are the effects of using the problem solving methodology, during a teaching internship in the final years of Elementary School, for the teaching and learning processes of Mathematics? Based on this problem, which arose during the observations carried out at the ECS, it was decided to build a didactic-pedagogical intervention project, which took place remotely and mediated by digital technologies, due to the period of the Covid-19 Pandemic. Carrying out the Internship remotely was challenging because, in addition to connection problems and lack of equipment, common for some students, those who participated in the meetings often did not interact; which made it impossible for us, at times, to perceive whether the learning movements were being satisfactory. Thus, with all the challenges identified, we concluded the Internship with the feeling of accomplishment, mainly because we realized throughout the proposed experiences how much the work with the Problem Solving methodology instigated the students to be critical, propositional, creative subjects in the ways to solve the problems and co-authors of their learning.