Uma narrativa reflexiva de duas futuras professoras sobre a atividade orientadora de ensino e a formação na licenciatura em Matemática

Abstract

This Final Course Project focuses on the initial training process as mathematics teachers. The question that motivated this study was: How can the Teaching-Oriented Activity, as a theoretical-methodological principle, contribute to our training as mathematics teachers? To answer this question, the general objective is to analyze our initial training process as mathematics teachers based on the Teaching-Oriented Activity, and the specific objectives are to critically reflect on the aspects of the Teaching-Oriented Activity that influenced our training and to identify positive and negative aspects of our teaching practice based on the teaching experience carried out during the Supervised Internship. The methodology used is Narrative, as the work is structured in reflective narratives by two future teachers, authors of this study, about learning moments and experiences lived by us throughout the initial training process in the Mathematics Licentiate course. This entire process was marked by the assumptions of Historical-Cultural Theory, the theoretical-methodological principle called Teaching-Oriented Activity, and studies on the logical-historical movement of Algebra, specifically quadratic equations, content taught by both during their Supervised Internship. Evidence of the impacts and influences of these studies and reflections on formative spaces was identified, especially regarding the constitution of teaching identity and their awareness of their social functions. In short, immersing ourselves in the memories of our experiences proved to be an essential process for the completion of the course, as it allowed for reflections, analyses, and findings that impacted our academic, professional, and personal experiences.