Aprendendo a ser professor(a) na pratica : estudo de uma experiencia em pratica de ensino de matematica e estagio supervisionado

Resumo: O objetivo deste estudo é compreender como o futuro professor se constituina prática, tendo como experiência formadora a disciplina de Prática de Ensino deMatemática e Estágio Supervisionado (PEMES). O foco do estudo incide sobre ossaberes e práticas escolares, concebidos sob o paradigma da complexidade, os quaisadquirem significados num contexto de prática complexa e imprevisível. O estudoenvolveu dois alunos da Licenciatura em Matemática, na FE/Unicamp, durante odesenvolvimento das disciplinas PEMES I e II, no ano de 1999, os quais foramentrevistados e observados etnograficamente em atividades na universidade e na escola.Compusemos, a partir disso, narrativas do processo de formação dos licenciandos. Aanálise do processo de passagem de aluno a professor, experienciada durante o estágio,restringiu-se a um deles, e mostrou, entre outros aspectos, que essa passagem é tensa,mobilizando e problematizando imagens, saberes e modelos de ação docenteinternalizados ao longo da vida. Portanto, a Prática de Ensino e Estágio constitui-se ummomento importante do processo de formação, o qual não pode prescindir de reflexãopartilhada, de aportes teóricos e da interlocução com os diferentes sujeitos da práticaeducativa.Abstract: The purpose of this study is to help understand what the role of a teacher is,based on practices and experiences obtained from the subject of Practices and theTeaching of Math and Supervised Training Process (PEMES). The focus of this study ison the knowledge and practices adopted in schools based on the paradigm ofcomplexity, which may acquire meanings in a complex and unpredictable practice. Thestudy was carried out with two students taking Math Licentiate at FE/Unicamp, throughthe development of the PEMES I and II subjects in the year 1999. The mentionedstudents were interviewed and observed ethographically in activities at the university aswell as in schools. Based on these procedures we were able to make up narrations of theformation process of the licentiates.The analysis of the process they go through from student to become ateacher, which was experienced through the training period, was focused on one ofthem, and among other aspects, led us to the conclusion that this process is quitestressful taking into consideration problematic images, knowledge and models of actionsadopted in teaching, which are acquired through life. Based on all this, we can come tothe conclusion that the Teaching Practices as well as the Training Processes are a veryimportant step in the process of formation, which requires a lot of shared ideas, theoryand the exchange of information among the people involved with the educational field