Narrativas de experiências de ex-estagiárias e exestagiários do curso de Licenciatura em Matemática do IFMG - campus São João Evangelista

Abstract

The present work is a study of the experiences lived by students as interns at the Federal Institute of Education, Science and Technology of Minas Gerais - São João Evangelista Campus. The research involved four female and one male former interns who performed their respective non-mandatory internship at the institution in the period from 2016 to 2020 with due acceptance to participate in this research. This is a narrative, empirical-based, qualitative research. The main objective of this research is to understand, through the analysis of the narratives of the experiences of these former students, how the non-mandatory internship, carried out in various sectors of the institution, constituted the formative process of the participants, whether in their professional lives or in their personal lives. The methodological process was based on a series of conversations with former interns who were selected from the files of the institution's Personnel Management sector. The conversations took place virtually, with audio and video recording using the Microsoft Teams platform, and were later transcribed and included in Appendix I of this study. The first conversation had the participation of three female former trainees and one male former trainee. The second meeting was attended by four female former interns and one male former intern. The data produced was analyzed in the light of the indic paradigm. At the end of the research, the goal is to understand how the mandatory internship experience can contribute to the personal development of the student intern, contributing equally to his/her professional development as a teacher, even if the practice of this educational act did not take place specifically in the classroom environment. Based on this research and on the analysis of the data obtained, the aim is to encourage discussion about non-mandatory internship, making it possible to analyze the positive impact that the expansion of this educational practice may have on the school environment, on the student's life, and on their training as teachers.