Um estudo sobre o processo da aprendizagem docente de licenciandos-professores do curso de Licenciatura Plena em Ciências Naturais e Matemática da UFMT

Abstract

The theoretical foundation of this work is based on the idea that the development of the teaching learning is a continuum process in the personal and professional teacher’s life. Taking into account that the Mato Grosso Federal University (UFMT), Brazil, created an emergency course on natural science (Licenciatura Plena em Ciências Naturais e Matemáticas – LPCNM), due to the few number of teachers prepared to work in this area, it was interviewed 5 participants of this course – teachers of the state public school system at the city of Rondonópolis – by means of the qualitative and interpretative investigation methodology, to better understand how is the process of development of the teaching learning. The results pointed out that the teachers problems are old and proportional to the his/her conscience level. However, those problems can be used as a parameter of comparison between the real and the desired situation. In general, his/her graduation course did not offer him/her with the needed tools in order to learn to learn, and, in this way, to give him/her foundations to make his/her own way, by building a relationship between practice and theory. Otherwise, the LPCNM course showed possible ways to deal with the knowledge in connection with the real world and with other disciplines. These two extremes, in addition with the individual history of each one, constitute a good manner to make an analysis of their practices in the social and political point of view, in order to go beyond the limiting factors. Having the same experience, as students, as their learners, makes possible to develop a consistent perception of the school environment as well as the reflection-in-action process. The results of the research indicated a perception of the necessity of changing the educational practice due to the LPCNM course. The reflexive process makes possible to the teacher to re-elaborate and re-construct the specific and pedagogical knowledge, as well as the construction of new knowledge in the interface between theory and practice. It is clear that all of this does not exclude the conceptions and experiences from their personal formation, because the knowledge are all connected, what indicates the importance of the connection between the initial and the continuous formations, to the development of the teaching learning.