Influência de fatores significativos para o estágio supervisionado na licenciatura em matemática no município de Fortaleza/CE

Abstract

The supervised stage is an activity of a complex nature and several factors circumscribe the formative process of the action performed by graduates / trainees. In this sense, the present study is an exploratory field research, with a quantitative approach, with the following objectives: 1) To evaluate significant factors that influence the activity of supervised internship in undergraduate courses in mathematics, in the city of Fortaleza / CE, from the action taken by trainees / graduates; 2) Construct a multiple linear regression model formed by the single dependent variable Total score of the 17 items of the instrument associated with the set of independent variables that involve the characterization items of the research participant. The research population was composed of trainees in mathematics enrolled in the degree in mathematics in the year 2017, during the internship period, as well as the mathematics graduates who have already attended at least one of the internship disciplines related to the four higher education institutions (UECE, IFCE, IDJ / UVA, UFC) located in the city of Fortaleza / CE. The sample of the research was formed by 169 graduates / trainees in mathematics. For data collection a questionnaire was constructed that contains characterization items and an evaluation scale with items measured on a LIKERT scale. Statistical Package for the Social Sciences (SPSS), version 20.0 for Windows was used for data analysis. The results evidenced, preliminarily, a good quality level in the composition / formulation formed by the evaluation scale with 17 items measured on a LIKERT scale (Cronbach's α equal to 0.845). Then, in the exploratory factorial analysis, the existence of 5 significant factors was evaluated. Finally, the construction of two multiple linear regressions was performed, making it possible to identify the magnitude of the influences (positive / negative) that circumscribe the practice of supervised training in the pattern presented in our data matrix. Thus, it can be seen that, however traditionally the supervised internship has been highlighted as a disconnected period with the actions of higher education formation (disciplines and others), this formative proposal can present itself in a different way in other Brazilian realities. In the case of the municipality of Fortaleza / CE, it was evaluated that the four undergraduate courses in mathematics are achieving, from a formative process, articulation of the actions developed according to the perspective of the graduates / trainees.