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This work aims to analyse the experiences lived by residents in the mathematics subproject within the Pedagogical Residency Program at the Federal University of Alfenas, during the pandemic in 2020 and 2021. For so, the study has regarded the participation of eleven residents of the mentioned subproject. The data was collected through an online questionnaire and a focus group via the Google Meet platform. The analyses were done using the model of semantic fields. The main results indicate that although online teaching experience contributed to an approximation and usage of technological tools as an alternative in the pandemic context, it showed that methodological (re)adaptation of face-to-face teaching to a virtual environment is not enough for remote teaching work. The study also showed that the lack of contact with basic education students and with the complexity of daily school life presents itself as a limitation in the initial teacher education, evidencing the need for a personal and face-to-face dialogic relationship between teachers and students to base the process of teaching and learning and then for the professional teacher education. [ABSTRACT FROM AUTHOR]

This work analyzes licentiate student's motivation to join the Teaching Initiation Scholarship Institutional Program (TISIP) and identifies its positive points and weaknesses in 770 scholarship students' perspective, in Minas Gerais. This descriptive and exploratory study, structured from information collected by an online instrument, points out that the aspects related to teaching practice, the receipt of the scholarship, and the development of research are presented as the main motivations for participation in the program. The positive and weak points allow inferring that the program cannot be characterized as an autonomous space, but must enable reflection within licentiate courses in order to review their curricula and claim themselves as a central locus of teachers' training. [ABSTRACT FROM AUTHOR]

This paper concerns the ethical implications of the curricular internship in undergraduate courses , emphasizing the relational dimension that exists between teachers and scholars during the teachers' development stage. This relationship goes beyond the boundaries of simple observation to go towards the comprehension of the knowledge built by teachers when in action. Besides the relational dimension, another important aspect to be considered is that of the way curricular internships are put into practice -- usually centered in technical bureaucratic aspects and focused on meeting schedules and writing reports. The text points towards the possibility of overcoming this duality with a reflection that contemplates ethics as a guiding star for the accomplishment of the curricular internship. [ABSTRACT FROM AUTHOR]