Estudo de Aula no estágio curricular supervisionado: perspectivas dos futuros professores de matemática de práticas colaborativas

This article aims to analyze the role of collaborative practices in the development of mathematical didactic knowledge of future teachers when they participate in Lesson Study during Supervised Curricular Internship (SCI). The qualitative and interpretative methodology employed instruments such as participant observation, field journals, audiovisual recordings, interviews, and document collection. Data were collected from two internship groups. In each group, a Lesson Study was conducted independently, involving twenty-eight future teachers, two supervising teachers, and the researcher. The results show that the future teachers spontaneously identified concepts and forms, the contributions of these practices in the context of SCI, and the inherent challenges of collaborative practices. It is concluded that Lesson Study based on collaboration fosters the development of mathematical didactic knowledge in a more significant way than individual formats, which are traditionally used in SCI activities.