Return to face-to-face teaching: experiences of a curricular internship in Mathematic

Abstract

This article is an exploratory and descriptive experience report, aiming to reflect on the practices, actions and teaching relationships carried out during the curricular internship in Mathematics when the school returns face-to-face teaching activities. Through direct, intensive and participant observation, the experiences of this stage of initial teacher education are explored, discussing the adaptation of students and teachers in the return to face-to-face teaching, describing how classes took place at school, still inserted in the Covid-19 pandemic, and the difficulties and challenges inherent to the teaching and learning processes. The intern planned activities and didactic resources that could be manipulated and the students' daily life to stimulate and promote teaching possibilities. Students needed to readapt to time, space and learning actions in the classroom, overcoming individual difficulties and becoming more participative and interested. Individualized teaching, with attention to the learning needs of each student, proved to be productive. For the intern, it was also a moment of discomfort and boldness, becoming a protagonist in the teaching process and construction of her professional identity.