The present thesis accosts the Mathematics Teacher Formation in the Supervised Curricular
Internship's context. In this study, I seek to understand seven students' experiences during the
Mathematics Internship, while students in a public university in the Inland State of Goiás. The
qualitative approach investigation, in a multi-referential perspective, falls within the scope of
methods (auto) biographical considering the oral and/or written narratives from the
mathematics undergraduates. The instrument for gathering data were: (i) final mathematics
internship reports; (ii) narrative interviews; (iii) memorials; (iv) shared memories and
conversations, which was an opportunity for the research participants reflect on the way of
being in the world, with yourself, with others and nature. The narratives were analyzed by
comprehensive-interpretive analysis, methodology who was proposed by Souza (2014), but I
also consider the Jovchelovitch and Bauer's (2002) contributions. However, as from the
research corpus and analysis units, it has emerged four categories: (i) Memories and
educational trajectories; (ii) between threshold and passage: the internship time in the
mathematics teacher; (iii) Initial teacher's formation and Internship: viewpoints, registries and
senses; (iv) Internship and initial itineraries. These categories above were represented by an
analysis spiral that simulates the cyclic movements, continued and unfinished of the senses
ascribed by research participants during their experiences in the Mathematics Supervised
Internship. Schematize it as spiral was possible because the past and present events are
interlaced in different steps, even though the experiences don't happen in isolation, they're still
historically together. The analysis spirals of categories reaffirm the idea, announced by me,
that when mathematics undergraduates speak, listen, read and write about their formation and
life history, they develop learning about teaching, which, in this study, it was built in a
spiraling movement. These moments were reflected in a specific way and were important to
the experience throughout life and formation. Nevertheless, the research participants
narratives showed some issues: (i) The schooling trajectories reveal feelings, comprehensions
and individual meanings from the memories reference, history and social relations established
by the participants in their contact with the school and the mathematics; (ii) The transition
from student to teacher's role and vice versa. This action is an inverted symmetry (MELLO,
2000), which it's not simple and means to understand the fact that teaching practice is
complex; (iii) The time in the internship reserved for the teaching practice is inadequate to
experience a future professional environment. Based on it, some aspects of teaching formation
is not seen, such as the teacher-student relationship, the affinity between students and content,
students who need pedagogical support and face difficulties, assessment of learning, etc;. (iv)
There are some aspects that make teachers leave the profession, for example, the difficulties
associated with profession precariousness, a lack of opportunity for teaching practice, low
wages and low chances for personal ascension. Therefore, this research denotes the need for a
restructuration of internship curricular to attend the needs of mathematics teacher formation.
It will allow them to use the theory and practice to elaborate the knowledge needed for
teaching.
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