THE PLACE OF TEACHING PRACTICE, EXTENSION AND SUPERVISED INTERNSHIP IN MATHEMATICS TEACHING

Abstract

This article aims to discuss possibilities for curricularizing extension programs associated with mathematics teaching practices. This perspective is grounded in current educational legislation and has been suggested by researchers linked to the fields of Education and Mathematics Education, who view student participation in teaching, research, and extension projects related to the pedagogical practice of school mathematics as essential to teacher training. As a research procedure, an analysis was carried out regarding the vision of Supervised Curricular Internship present in the current curricular pedagogical project – PPC of the Mathematics Degree course at the Federal University of Acre – UFAC, with the intention of showing that this important curricular component should not be restricted to simply fulfilling bureaucratic and academic requirements, but should in fact constitute an opportunity for personal and professional growth and as an instrument of integration between the institutions responsible for training – university, school and community. The results of this research, guided by a reading and analysis of current legislation and based on reflections by theorists in the field of didactics, point to the possibility that student participation in teaching, research, and extension projects focused on the teaching and learning processes, as a pedagogical practice in mathematics, can be valued, including contributing to the construction of a professional identity focused on teaching mathematics in basic education schools.