Dialogue as a constituent experience in the initial training of the Mathematics teacher

Authors

DOI:

https://doi.org/10.5212/PraxEduc.v.16.16556.052

Abstract

Based on the Freirean premises, this work makes explicit the dialogical relevance in initial teacher training, being the result of an experience developed in the context of the Supervised Internship with 14 undergraduate students of the Mathematics course of the University for International Integration of the Afro-Brazilian Lusophony (UNILAB). In this investigation, the dialogue assumes the condition of theoretical category, and the methodological assumptions are based on the qualitative approach. The reflections coming from this dialogic moment highlight the importance of the contact of teachers in training with more experienced professionals and strengthen the Supervised Internship as an opportunity to contact diverse practices and knowledge, beyond the knowledge of the complexity that permeates the school.

Keywords: Freirean dialog. Supervised Internship. Initial training of the Mathematics teacher.

Downloads

Download data is not yet available.

Author Biographies

  • Francisco Jeovane do Nascimento, Secretaria da Educação Básica do Ceará (SEDUC/CE)/Universidade Estadual do Ceará (UECE)

    Licenciado em Matemática pela Universidade Estadual Vale do Acaraú (UVA/CE); Especialista em Ensino de Matemática pela Universidade do Oeste Paulista (UNOESTE); Mestre e Doutorando em Educação pela Universidade Estadual do Ceará (UECE); Integra o Grupo de Pesquisa Docência no Ensino Superior e na Educação Básica (GDESB); Desenvolve estudos sobre professores em início de carreira, desenvolvimento profissional docente, processos de ensino e aprendizagem em Matemática; Professor da rede estadual de ensino do Ceará (SEDUC/CE).

  • Eliziane Rocha Castro, Universidade Estadual do Ceará (UECE)

    Mestra e Doutoranda em Educação pela Universidade Estadual do Ceará (UECE); Coordenadora do Núcleo de Formação Continuada da Secretaria de Educação de Raposa/MA; Bolsista da Fundação Cearense de Apoio à Pesquisa (FUNCAP).

  • Lei, Universidade Estadual do Ceará (UECE)/Universidade Estadual Vale do Acaraú (UVA/CE)

    Mestra e Doutoranda em Educação pela Universidade Estadual do Ceará (UECE); Professora Assistente do curso de Química na Universidade Estadual Vale do Acaraú (UVA/CE).

  • Maria Socorro Lucena Lima, Universidade Estadual do Ceará (UECE)/Universidade da Integração Internacional da Lusofonia Afro-Brasileira (UNILAB)

    Pós-Doutora em Educação pela Universidade de São Paulo (USP); Professora e Pesquisadora do Programa de Pós-Graduação em Educação da Universidade Estadual do Ceará (UECE); Professora Visitante na Universidade da Integração Internacional da Lusofonia Afro-Brasileira (UNILAB).

Downloads

Published

2021-05-03

Issue

Vol. 16 (2021): Publicação contínua

Section

Dossiê: Paulo Freire (1921-2021): 100 anos de história e esperança

License

Authors who publish in this journal agree with the following terms:

a) Authors keep the copyrights and concede the right of its first publication to the magazine. The work piece must be simultaneously licensed on the Creative Commons Attribution License which allows the paper sharing, and preserves both the author identity and the right of first publication to this magazine.

b) Authors are authorized to assume additional contracts separately, to not-exclusively distribution of the paper version published in this magazine (e.g.: publish in institutional repository or as a book chapter), with the author identity recognition and its first publication in this magazine.

c) Authors are permitted and stimulated to publish and distribute their papers online (e.g.: in institutional repository or on their personal webpage), considering it can generate productive alterations, as well as increase the impact and the quotations of the published paper.

d) This journal provides public access to all its content, as this allows a greater visibility and reach of published articles and reviews. For more information on this approach, visit the Public Knowledge Project, a project that developed this system to improve the academic and public quality of the research, distributing OJS as well as other software to support the publication system of public access to academic sources.

e) The names and e-mail addresses on this site will be used exclusively for the purposes of the journal and are not available for other purposes.

 

Creative Commons License
This work is licensed under a Creative Commons Attribution 4.0 International License.

How to Cite

Dialogue as a constituent experience in the initial training of the Mathematics teacher. Práxis Educativa, [S. l.], v. 16, p. 1–14, 2021. DOI: 10.5212/PraxEduc.v.16.16556.052. Disponível em: https://revistas.uepg.br/index.php/praxiseducativa/article/view/16556. Acesso em: 2 jun. 2026.