Conhecimentos de futuros professores de matemática nos contextos do estágio supervisionado e da residência pedagógica.

This article presents the results of a research that sought to analyze and understand similarities and differences between the knowledge mobilized by prospective teachers in the contexts of the Supervised Teaching Practice (STP) and the Pedagogical Residency Program (PRP). For this, it compared two studies (Lima, 2021a; Lima, 2021b), of a qualitative and documentational nature, which sought to characterize and analyze the knowledge mobilized by prospective mathematics teachers in these two contexts. Data analysis was theoretically and methodologically based on the model of specialized knowledge of mathematics teachers (MTSK), which characterizes this knowledge through domains and subdomains. The results indicate that the main approximations indicate that the two most mobilized subdomains are the same in both contexts, in addition to the predominance of knowledge in the conducting stage. Disparities were evidenced when we observed that some subdomains mobilized in the PRP (Knowledge of the Mathematics Structure, Knowledge of Mathematical Practices and Knowledge of the Parameters of Learning in Mathematics), due to the variety of activities developed and the more continuous and articulated way in which the school immersion happened, do not always stand out in the STP. We concluded that the predominance of Knowledge of Mathematical Topics and Knowledge of Teaching Mathematics is an indication that the two contexts arouse the concern of the degree students with the way of approaching the content, using different resources, teaching materials, and strategies, besides the effort to show the students the applications of the contents addressed. Furthermore, we noticed that both contexts contribute to the mobilization of specialized knowledge by prospective teachers. [ABSTRACT FROM AUTHOR]