SUPERVISED INTERNSHIP: THE DESIRE FOR ANOTHER CURRICULUM FOR TEACHER TRAINING

Abstract

This text aims to mobilize the theory of Deleuze and Guattari to problematize what has been desired in the curricula of mathematics teacher training and how desire can be taken in other ways when considering the encounter of students, as trainees, with collective movements. The lines of writing in this work are composed from the writings of the students in training, produced in the discipline of Supervised Internship, when they were able to report the possibilities and difficulties of desiring in the curriculum and how the desires produced in the collectivity gave flow to other curricular creations. In this sense, we understand that the Supervised Internship allowed an incursion and contact with the community assisted by the school, this provided (trans)form their knowledge and the relationship with teaching through the intensities and singularities produced in the territory, as the territory is also a producer of guidance and (trans)formation of the knowledge and actions carried out, which are only possible through bodies and affectations with the community.