Entre o professor pensado e o que pensa o professor : práticas curriculares e docentes de professores de Química e Física do Arquipélago de Marajó

Abstract

This study deals with an investigation into the training of chemistry and physics teachers in basic education. The object of these study and research is configured in the creation of curriculum by the teachers of Chemistry and Physics graduated from the Natural Sciences course, to face the challenges that emerge from the practice in the context of the Marajó Archipelago, in the State of Pará. By their turn, the subjects are teachers from the municipalities of Breves, Cachoeira do Arari, Melgaço, Muana, Salvaterra and Soure, graduated by the Natural Sciences Course, in Chemistry and Physics qualifications that work in the 13th and 20th Regional Teaching Units of State Department of Education of Pará. The methodology of this study implies a qualitative narrative modality approach in the using bibliographic, documentary and field research with semi-structured interviews. The

information collected in the documental research and in the narratives explained in the semi- structured interviews composes the field texts used to construct the research texts. In order to

discuss the results used the discursive textual analysis to establish relationships between the experiences lived in the formative paths, and the creation of curriculum in the contradictions of the region. The empirical material constructed throughout this research was rigorously analyzed, and the recurrences and singularities captured in the narratives of the investigated subjects intertwined with the research problem, made explicit the following axes: a) Histories of lives and formative trajectories; b) The epistemological and theoretical-methodological bases of the initial formation of teachers of Chemistry and Physics; c) Curricula, teaching knowledge and pedagogical practices; d) Social and environmental issues related to the Marajo Archipelago; e) Resistance movements in relation to the teaching profession. The results

indicate that the formation in the Natural Sciences based on scientific, theoretical- methodological and self-organizing pedagogical principles are fundamental for the creation of

curricula, to face the challenges that emerge from the practice in municipalities of the Marajó Archipelago. They emphasize the importance of teaching reflexive, critical, investigative, purposeful and creators teachers in this region so that the students of the secondary education develop significant intellectual capacity and appropriate the chemical and physical knowledge that enable active and committed intervention in the social issues of Marajo. They highlight the intertwining of life histories, initial formation and teaching practices pedagogical with the constitution of teacher marajoara identity. Finally, the narratives about the trajectories experienced in the formation and in the professional activity show the total absence of the public power and of the contexts of resilience of the resistance teachers movements for professional valorization and working conditions.