Formação de professores de física : concepções de ciência e práticas formadoras no curso de licenciatura para o século XXI

Abstract

This thesis deals with the configuration of the process of initial training of Physics teachers, in the course of Teaching Training of the Instituto Federal de Educação, Ciência e Tecnologia do Maranhão (IFMA), Campus São Luís, Monte Castelo, Estado do Maranhão – Brazil. This experience arises from a particular interest that I assume as a problem to give rise to the research in which I seek to investigate conceptions of science and of teaching practices that are manifested in the training of Physics teachers in Physics of the IFMA consonant with this XXI century. Simple the thesis of that the conceptions of Science and of teaching practices expressed by the professors in the course in Physics of the IFMA imply theoreticalmethodological and epistemological presuppositions for the education of this XXI century. I developed a qualitative narrative approach research with the objective to understand the conceptions of Science, which interwoven epistemological bases and theoretical and methodological assumptions in the training practice of the undergraduate course in Physics. In addition, in order to grasp the reality of the object I was willing to investigate I carried out bibliographical and empirical research. In order to support the research, I sought knowledge of Philosophy, History of Science, Teaching of Physics, Education and Society, Teaching Knowledge and Teacher Training establishing a permanent dialogue with the stories and reports of teachers' experiences in the Physics of the IFMA, among which I am included. I developed documentary revision, consulting the Pedagogical Project of the Course, Opinions and Resolutions allusive to the degree in Physics, of national and institutional character. In the empirical research I used the following methodological procedures: (i) semi-structured interviews and (ii) field diary entries in the meetings held during the work to reformulate the Pedagogical Project of the Course (PPC) of which I participated. We interviewed 16 teachers 14 from the scientific area and 2 from the pedagogical area who were selected based on the following criteria: (a) to be a professor of the institution's permanent staff; b) be in full exercise of teaching in the course; c) be linked to the past and present history of the course, and d) to be willing to participate as a subject of the proposed research. The collected empirical material was analyzed several times with scientific rigor using procedures and criteria of the Discursive Textual Analysis. In the process of data analysis it was possible to perceive meanings and meanings that express the approximation and distancing of usual conceptions of Science and theoretical-methodological and epistemological implications in the educational practice related to education for this century, which are discussed in three categories, which are: (i) Conceptions of Science and training of Physics teachers for the 21st century; (ii) Curriculum of the Degree in Physics and Education for the 21st century and (iii) Model of teacher of Physics and training practice for Education in this century. The results of the analyzes obtained as a result of the Textual Analysis point to conceptions of Science and formative practices revealing theories, epistemologies and principles of formation, which distance themselves and approach education for this century, from the point of view of the teacher consonant with the changes that contemporary society demands. Based on the model of technical rationality derived from dominant positivism, concepts, presuppositions and propositions of curriculum emerge from the representations of the trainers, as well as epistemological critiques and proposals for actions that empower reflective, critical and transformative formative practices. The emphasis is on collective work and on-going training, as well as the expectations of restructuring the training policy and the pedagogical practice that qualifies the training process. The model of teacher of Physics and of formative practice appears with conservative, dominant bases, but one can apprehend pedagogical potentialities of the teacher of Sciences / Physics that is put in the technical, political, ethical, aesthetic and citizen dimensions.