O pescar de martins-formadores : narrativas sobre o ensino de física no Instituto Federal de Educação, Ciência e Tecnologia do Acre

Abstract

In this investigative flight, I seek to understand and explain the teaching practice of teachers at the Federal Institute of Education, Science and Technology of Acre (IFAC), when teaching Physics in Integrated Technical High School Education (ETIEM) and in the Undergraduate Degree in the area. My questions emerge from reflections about my teaching practice, in a complex context, when teaching Physics in Initial Training and also in Basic Education in IFAC. In my reflections as a teacher trainer, I see in my being and doing teaching reverberations from my educational path that, in a certain way, echo in my training, especially when teaching Physics and, in this retrospective, prospective, introspective and extrospective movement, I highlight repercussions of the results of this training, its actions and conceptions in relation to Physics teaching and, also, fundamental contributions to the teaching constitution, from the need to resume experiences, experiences and concerns. Thus, in this research, I seek to know, understand and explain explicit or underlying aspects of Physics teaching and teacher education, in reports of teachers who work at IFAC, investigating possible imbrications between teaching in ETIEM and Physics, as well as their contributions to initial training, expressed in reports of teacher trainers (Martins-training). I assume narrative research in an effort to understand transformative possibilities in teacher education, which can be understood in a three-dimensional space built through the reports that these trainers manifest. Thus, in order to contribute with the method in the analysis of the reports, I try to move through the cycles of Textual Discourse Analysis (TDA), seeking the understanding and reconstruction of existing knowledge about my object of investigation and, in this movement of analysis of the phenomena (reports), I present two emerging categories: 1) Flavors of training and teaching expressed by Martins-Trainers; 2) Complexities of training and teaching in ETIEM and in Physics Teaching. A third category emanated intuitively through the movement back and forth in TDA, which I named: Perspectives of teacher training: the Movement of Training in Spiral. In the immersion in these axials, I highlight, in some moments, nuances of this movement of teaching and training; in others, I place myself as a reflective subject of my own practice, who, while investigating, also trains himself, also experiences this movement of change and places himself in this process. From this reflective movement, perspectives of teacher education emerge that lead me to build a Spiral Formation Movement (MFE), pointing to the overcoming of concerns manifested by Martins-trainers about teaching and education in ETIEM and in Physics. Thus, I ratify the thesis that, when teaching Physics in undergraduate courses and in Technical Education Integrated to High School, teacher trainers build knowledge about teaching, manifest different principles about teaching-learning and contribute to the initial training of teachers for Basic Education, generating different perspectives of teaching training, while (trans)forming themselves in a movement of (self)training in spiral.