The Supervised Practice is one of the disciplines responsible for providing the first contact of
the future Mathematics teacher with the reality of the Basic Education schools and with its
educational processes, which has been the main source of many researches, studies and
reflections among researchers and teachers. In this sense, we understand that the experiences
of trainee teachers enhanced by the practical activities carried out in the field schools, as well
as by the studies of the theories presented and discussed during the formative meetings of the
Supervised Practice course, which take place in the university classroom have provided
opportunities for the constitution of research and reflective teachers, reverberating positively
in their future teaching activities. In this constitutive perspective, we seek to answer the
following research question: In what terms of the Mutual Engagement of future Mathematics
teachers are the activities planned to carry out the Supervised Practice Course I? Based on
this questioning, we defined the objective of Investigating the Mutual Engagement of Future
Mathematics Teachers in the Mobilization of Planned Activities for the Supervised Practice
Course I. From this proposal, we opted for the qualitative approach of the participant research
type. To this end, we developed the research with the 22 students regularly enrolled in the
Supervised Practice Course I of the Mathematics Degree Course at the Federal University of
Tocantins (UFT), Araguaína Campus, focusing on the moments of socialization of actions,
discussions and reflections on the experiences of the trainee students in their Observation
practice activities. In this scenario, we sought to highlight the elements of Mutual
Engagement presented by students during the performance of planned activities. The
information gathering process took place during the 18 formative meetings of the Supervised
Practice Course I, with the information recorded in a field notebook, the participant
observation, the use of audiovisual resources, the reading of the Final Reports of the
Internship Activities and two instruments for collecting information, namely: the Self Constitution in Supervised Practice Course I and the Constitutive Path of Future Mathematics
Teachers. For analysis, we organized the classes in 5 blocks of formative and constitutive
activities. The collected data were analyzed in the light of the Communities of Practice
theory, in particular, the elements that enable Mutual Engagement. As a result, we have
evidenced characteristics of the Mutual Engagement of future Mathematics teachers during
the performance of the activities planned for Supervised Practice Course I. We emphasize
that, when engaging in the realization of the proposed Projects, the students showed
characteristics that they are already developing their professional identity. In this way, we
understand that, in addition to the engagement of students, the moments of socialization,
discussions and reflections offered during the course contributed to their teacher training, as
well as the approximation between UFT and observation field schools.
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