Knowledge of future mathematics teachers in the Degree in Rural Education: the role of Pedagogical Imagination in the Supervised Internship

Abstract

This paper aims to understand the knowledge mobilized by interns of a Degree in Rural Education - Mathematics Area -, in a process of Pedagogical Imagination. This is an ongoing research project, whose authors are also supervising professors for the internship. The data has been constructed from reflective diaries, memorials of life and academic training, reports, and other tasks produced by the interns during School-Time and Community-Time. Data analysis was carried out using the a priori category: Knowledge of future rural mathematics teachers. The findings highlighted the potential of Pedagogical Imagination as a formative action in the supervised internship for the mobilization of teaching knowledge, expressed by the interns through a culturally sensitive look at the rural school reality. Furthermore, they point out the contradictions that exist in the school offered to the rural population and the challenges of promoting mathematics teaching based on the rural context.