Building shared supervised practice in remote education: challenges and possibilities

Registro completo de metadados
MetadadosDescriçãoIdioma
Autor(es): dc.contributorUniversidade Estadual Paulista (UNESP)-
Autor(es): dc.contributorUniversidade Federal de São Carlos (UFSCar)-
Autor(es): dc.creatorZampieri, Maria Teresa-
Autor(es): dc.creatorde Sousa, Maria do Carmo-
Data de aceite: dc.date.accessioned2025-08-21T16:20:18Z-
Data de disponibilização: dc.date.available2025-08-21T16:20:18Z-
Data de envio: dc.date.issued2025-04-29-
Data de envio: dc.date.issued2022-12-31-
Fonte completa do material: dc.identifierhttp://dx.doi.org/10.1590/S1678-4634202349258425-
Fonte completa do material: dc.identifierhttps://hdl.handle.net/11449/305193-
Fonte: dc.identifier.urihttp://educapes.capes.gov.br/handle/11449/305193-
Descrição: dc.descriptionThis article discusses the results of a post-doctoral research that conducted an in-depth theoretical exploration on the concept of shared supervised practice and mobilized this study for the initial and continuing education of mathematics teachers. These results stem from the possibilities and challenges that emerged during four internship disciplines of the Mathematics degree course, in the remote context. Thus, theoretical reflections on literary works that dialogue with the theme are presented. Then, we contextualize these four disciplines, taught remotely in the second half of 2020, at the Federal University of São Carlos (UFSCar), São Carlos (SP) campus. Qualitative in nature, the research uses data obtained from theoretical tasks performed by the undergraduates and from class recordings, which took place via Google Meet. During the pandemic, the mobilizations that took place in the initial and continuing education of mathematics teachers were: theoretical, through studies about concepts that support shared supervised practice and through the interlocution with critical mathematics education, which are manifested in the professor’s practice by intentionality in organizing teaching; and methodological, through the pedagogical proposals planned to be offered remotely, mobilizing undergraduates and basic education teachers to debate among themselves and to examine literature that would allow them to create tasks that would overcome the logic of the exercise paradigm.-
Descrição: dc.descriptionUniversidade Estadual Paulista “Júlio de Mesquita Filho”, SP-
Descrição: dc.descriptionUniversidade Federal de São Carlos, SP-
Descrição: dc.descriptionUniversidade Estadual Paulista “Júlio de Mesquita Filho”, SP-
Idioma: dc.languageen-
Idioma: dc.languagept_BR-
Relação: dc.relationEducacao e Pesquisa-
???dc.source???: dc.sourceScopus-
Palavras-chave: dc.subjectCovid-19-
Palavras-chave: dc.subjectCritical mathematics education-
Palavras-chave: dc.subjectMathematics teacher education-
Palavras-chave: dc.subjectRemote teaching of mathematics in the pandemic-
Palavras-chave: dc.subjectSupervised practice in basic education-
Título: dc.titleBuilding shared supervised practice in remote education: challenges and possibilities-
Título: dc.titleA construção do estágio compartilhado no ensino remoto: desafios e possibilidades-
Tipo de arquivo: dc.typelivro digital-
Aparece nas coleções:Repositório Institucional - Unesp

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