The supervised curricular internship with the perspective of playfulness that can produce differentiated practices

Abstract

This article presents reflections made in the ongoing master's research, linked to the Graduate Program in Mathematics Education (PPGEMAT) of the Federal University of Pelotas (UFPel), which is linked to the Research Group on Teaching and Professoralities. The aim of this work is to understand what concept of playfulness (ludicity) may be - or is present - in the initial training of mathematics undergraduates, in the subjects that precede the Compulsory Supervised Curricular Internship (ECSO). At UFPEL, the ECSO takes place in the final years of elementary school and secondary school, in local public schools. This perception is being built up through the researcher's monitoring of the subjects that precede the internship, with class regency in public schools and the monitoring of academics in teaching practice. It has already been possible to see that these future teachers have developed activities with playfulness within the space offered by the schools, from the perspective worked on in some subjects prior to the Supervised Curricular Internship. The research adopted a qualitative approach and the first analyses are demonstrating the potential of playfulness in initial training.