Os saberes docentes na formação do professor de física: uma análise do planejamento à execução de uma sequência didática

Abstract

This research had as its starting point our dissatisfaction with the way Physics Teaching is found in Basic Education, linked to our conception that the search for improving it necessarily involves improving teacher training. We believe that teacher training needs to be aligned with the conception of teacher we want working in Basic Education and because of this, we initially focused on understanding how physics teachers are being trained, analyzing and discussing the models of teacher training that structure the country's undergraduate courses, in addition to systematically looking at the development of teaching knowledge that makes up the teacher's knowledge base. Therefore, we focus our attention on the Supervised practicum in initial teachers education, as we understand the training potential it has, as it is during this moment that the student is faced with all the variables of teaching work, occupying the role of teacher for the first time. Therefore, throughout the research we aimed to understand the meanings attributed, by Physics graduates, to teaching knowledge related to the planning and execution of a Didactic Sequence, prepared based on the Theory of Meaningful Learning. To achieve these objectives, we developed qualitative research using participant observation as a research technique. The data were collected from a Supervised pre-services class of the Physics Degree course at the Federal University of Recôncavo da Bahia, at the Teacher Education Center. The results were analyzed in the light of Content Analysis and showed that the undergraduates managed to develop a set of teaching knowledge related to teaching skills, however no knowledge was developed regarding the use of Meaningful Learning Theory. Furthermore, it was possible to infer that there was a movement in the centrality of the PCK of undergraduate students, when we compared its composition at different moments. Finally, we identified that while the course's PPC presents traces of technical rationality, the supervised internship discipline was structured along the lines of critical rationality, contributing to the development of a critical-reflective stance in undergraduates.