This text aims to analyze the contributions that supervised internship subjects provide
in the teaching practice of students at the Federal University of Pará – UFPA,
Castanhal campus, specifically in the Mathematics Degree course. Among other
questions that drove us to write this research, our study question is: What are the
possible contributions that supervised internship subjects can bring to the training and
teaching practice of Mathematics graduates? For this, as a theoretical contribution, we
rely on Rocha (2019); Gatti (2014); Fiorentini (2013); Brave; Bertini and Morais (2017);
and Itale Luciane Cericato (2016). These authors understand the classroom as a
space for dialogue, teaching practice and the construction of the teacher's identity.
Regarding the development of this study, we opted for qualitative research, as we
understand this as a fluid medium, which is dedicated to interpreting and
understanding the results in a flexible way. Thus, we carried out interviews with future
teachers, these undergraduates at UFPA, Castanhal campus, in order to understand,
through these interviewees' narratives, how they conceive the Supervised Internship
discipline in the training of undergraduate students in Mathematics. In our conclusions,
the interpretation of the interviews shows us that the Supervised Internship discipline
is of utmost importance for future teachers, and is therefore essential for
undergraduate courses.
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