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EnglishAbstract: In this article we present some reflections on the trainees’ understanding of Mathematical Modeling in their supervised teaching practice. The research question (What do trainees who have had this experience understand about the insertion of Modeling in the supervised practice?) has caused us to carry out this qualitative study according to the phenomenological-hermeneutic approach, through which reflections have emerged from the viewpoint of the trainees on this insertion. We collected testimonials by trainees who lived the experience with Modeling in the supervised practice in a state university of Parana, Brazil. In those testimonials we highlight units of meaning that - in a movement of convergence - created two clusters that enabled us to formulate the reflections presented here. This movement showed us that trainees recognize the benefits of Modeling in the context of the supervised practice as a methodological alternative, characterizing a relevant configuration to initial teacher education; however, they highlight obstacles for them to be able to carry out the supervised practice with Modeling. portuguesResumo: Neste artigo, tecemos algumas reflexoes acerca das compreensoes dos estagiarios quanto a insercao da Modelagem Matematica no Estagio Supervisionado. A interrogacao que nos move: O que os estagiarios que vivenciaram a insercao da Modelagem no Estagio compreendem sobre essa experiencia? conduziu-nos ao desenvolvimento deste estudo qualitativo segundo a postura fenomenologico-hermeneutica, modo pelo qual emergiram as reflexoes sobre essa insercao, na perspectiva dos estagiarios. Reunimos depoimentos de estagiarios que vivenciaram a experiencia com a Modelagem no Estagio em uma universidade estadual paranaense e destacamos deles unidades de sentido, que, em um movimento de convergencia, deram abertura a dois nucleos, os quais nos permitiram lancar as reflexoes aqui empreendidas. Esse movimento nos mostrou que os estagiarios reconhecem beneficios da Modelagem no contexto do Estagio como alternativa metodologica, caracterizando-se como uma configuracao relevante para a formacao inicial do professor. No entanto, destacaram obstaculos para poderem realizar o Estagio com Modelagem.

A Modelagem Matemática no contexto do estágio supervisionado segundo as compreensões de futuros professores