THE IMPORTANCE OF TEACHING PRACTICE AND PEDAGOGICAL LETTERS IN TEACHER TRAINING: EXPERIENCES IN SUPERVISED MATHEMATICS INTERNSHIP

Abstract

This article aims to analyze the contributions of Supervised Internship IV to the initial training of mathematics teachers, developed in the Mathematics Degree course at the State University of Mato Grosso in 2021. The work was carried out through the development and application of a mini-course reviewing basic mathematics aimed at high school students, focusing on preparation for the National High School Examination (ENEM). The research arose from the learning difficulties observed in students, especially after the period of remote teaching caused by the COVID-19 pandemic. The methodology used was based on dialogic expository classes, problem-solving, tutoring, and the application of questions from previous editions of the ENEM, covering content such as fractions, percentages, exponentiation, root extraction, factorization, graph interpretation, and the rule of three. In addition to pedagogical practice, the work highlighted the importance of pedagogical letters as an instrument for critical reflection, dialogue, and the construction of teacher identity. The letters allowed the students to record experiences, feelings, challenges, and learning experiences during their teaching practice. The results demonstrated that the supervised internship contributed significantly to the professional and personal development of the future teachers, allowing them to understand the school reality and the difficulties faced by students. It is concluded that the articulation between pedagogical planning, teaching practice, and critical reflection strengthens teacher training and promotes more meaningful, contextualized mathematics learning geared towards the needs of high school students.