REFORÇO ESCOLAR E ESTÁGIO SUPERVISIONADO: ATIVIDADE REALIZADA POR MEIO DO DIÁLOGO ENTRE ESCOLA E UNIVERSIDADE

Abstract

This article aims to present reflections about an experience lived in a math teaching internship class with students enrolled from the sixth to ninth grade of basic education. We seek to answer how students participating in the mathematics reinforcement of a special school in the city of Morrinhos/GO, act as protagonists in their learning process by solving problem situations. In order to answer this question, we planned tasks about the content of fractions so that students had an active stance in the learning process. We opted for a pedagogical approach centered on building an environment in which, when solving a task, the student could explain the way he did it, without inhibitions and without the fear of making mistakes. The students took a position, chose paths, argued about their ideas, placed themselves as active learning subjects for the accomplishment of the studies and evaluation of the proposed activities.