A formação inicial de professores e o desenvolvimento do processo cognitivo da linguagem no estágio de docência no contexto da Licenciatura em Matemática da UFRR

Abstract

The object of study of this research was the teaching internship in initial teacher training and the cognitive process of language, whose problematization is guided by the following question: what are the contributions of the cognitive process of language to the initial training of teachers during the teaching internship in the context of the Mathematics Degree at UFRR? The research is of a qualitative nature, anchored in the perspective of Paul Ricoeur's critical hermeneutics, with the use of the following data collection instruments: documentary analysis, semi-open online questionnaires, online and face-to-face interviews. The general objective was to analyze how the cognitive process of language contributes to the initial training of teachers in the teaching internship in the Mathematics Degree course at UFRR. The specific objectives were: to appropriate the concepts of Internship, Initial Teacher Training, Language and Cognition, aiming to understand the existing approximations and distances; to verify and analyze the structure of the teaching internship in the PPC of the Mathematics Degree course and in the PPP of the CAp; to demonstrate whether and how the cognitive process of language appears in the initial training of teachers in the teaching internship in the context of the Mathematics Degree; and to correlate the uniform and discrepant aspects of the initial training and the curricular internship, which give meaning to teaching, through the elements of the cognitive process of language. The Federal University of Roraima, with the Colégio de Aplicação (CAp) as its main locus – the teaching practices laboratory for all undergraduate courses –, served as the basis for this study. The research reaffirms the validation of the thesis that the cognitive process of language contributes to the initial training of teachers during the teaching internship in the Mathematics Degree course at UFRR. This statement is firmly supported by the evidence collected and the detailed theoretical analyses carried out throughout the investigation. Our analysis revealed that, although the internship is a vital component in teacher training at UFRR, there are significant challenges that need to be addressed. The apathy of interns, the need for qualified supervision, and the importance of critical reflection and effective communication are aspects that must be considered so that the internship fulfills its formative role in a meaningful and transformative way. Building a solid teaching identity and overcoming communication barriers are fundamental to training teachers who are more aware of their social and educational role.