Estágio curricular em matemática na perspectiva de extensão universitária:estudo de uma experiência na UFU

• Ano de defesa: 2000
• Autor(a) principal: Freitas, Maria Teresa Menezes
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Federal de Uberlândia; Brasil; Programa de Pós-graduação em Educação
• Palavras-chave em Português: Estágio curricular; Matemática da UFU; CNPQ::CIENCIAS HUMANAS::EDUCACAO
• Link de acesso: https://repositorio.ufu.br/handle/123456789/28580; http://doi.org/10.14393/ufu.di.2000.25

The focus of the study in thís research is the description and interpretation of the practice of preservice teachers while students of the Curso de Licenciatura em Matemática of the Federal University of Uberlândia, in the first semester of the year 2000. It investigates the exchanges and relations in which interventions and actions are producted and built that can contribute not only to the preparation of the future teacher, but also to the inservice professionals. Besides describing the students/future teachers movements and reflections the study investigates the influence of the exchanges and dialogue among the inservice teachers, university teachers and preservice teachers to stimulate and gather the production, creation and recreation of knowledge arising from practice. Bringing the discussion of the Forum dos Pró-Reitores de Extensão to reflection, the study shows that the activities involving the preservice teacher/students of Math Course in their traineeship period can be a possibility for integration of teaching research and university extension in a dynamic non split manner. The reflective register of the students/future teachers, differentiates from the other materiais of study as they assume approaches with multiple dimensions permitting the university teacher educator understand andinfluence in a listening attitude and constant dialogue leading to a reflection that goes beyond the actions. Although understanding the difficulties that the difference of the daily life of the public schools and the university brings up, the study shows the contribution of the collective work, involving university teachers, high school teachers and preservice teachers, can offer to the ongoing training and knowledge growth of teachers of different leveis.