Teoria histórico-cultural e o estágio supervisionado:

Abstract

This paper aims to reflect on the role of Supervised Internship in the process of initial training of future teachers of the Degree in Mathematics. Due to the difficulties that the students have in stepping the research objective is to know with the Historical-Cultural Theory contributed to the accomplishment of the stages. Together with a group of graduates of the course, it was analyzed in an exploratory and descriptive way, through a research of a qualitative approach, and with the use of questionnaires applied to students of the Internships about their initial formation. In order to contribute to the student's development and learning we point out Lev Vygotsky conceptions of internalization, Proximal Development Zone among others. It is understood that the Theory of Activity according to Leontiev, comes to subsidize the organization of teaching in an intentional, planned, systematized and controlled manner. Due to the gap between theory and practice it is shown that in the Degree Program in Mathematics there are programs that contribute to the access to new methodological and didactic resources that allows a better professional qualification. In this way the internship helps in the construction of the identity of the students so that it can re-signify the knowledge acquired in the University and adapt them according to the cultural reality of the school space.