A influência do estágio supervisionado na motivação pela docência em licenciandos em Matemática

Abstract

This investigation was developed within the scope of initial Formation of Mathematics’ Teachers. It is a study about the motivation for teaching of undergraduates in Mathematics, from a Public University of Amazonas, from their experiences during the supervised phase. To this end, the assumptions of the Theory of Self-Determination were adopted as a theoretical framework. In this way, it was necessary to answer the following research problem: How and in what way is the teaching motivation of the Students undergraduates' Mathematics influenced by the experiences lived during the supervised phase? In order to answer this question, the General objective was delimited: To understand how and in what way the experiences lived during the curricular internship can influence the motivation for teaching in Mathematics undergraduates. To achieve the objective of this qualitative research, data were collected through autobiographical narratives produced by the participating undergraduates. It is known that these can be oral or textual, the textual style was the way chosen. This way, the analysis of the corpus took place under the guidelines present in the Discursive Textual Analysis. In this process, as the present investigation was not intended to generate conclusions, but understandings, the results allowed to understand that the experiences lived in the supervised phase can both motivate the student teaching license, as well as demotivate them. It will depend, in part, on how their motivation was affected or stimulated throughout their trajectory, which precedes the supervised phase, also on the particularities and desires of each student teaching license. This research was very important and it proved to be relevant because it transcends the personal question, and with regard to the school community and the existing knowledge about the motivation of undergraduates, the results that were achieved possibly will contribute to new reflections about the influences that the supervised phase exerts on the motivation for teaching in basic education.