A formação de professores para as ciências naturais dos anos finais do ensino fundamental

• Autor(a) principal: Gozzi, Maria Estela
• Data de Publicação: 2016
• Tipo de documento: Tese
• Idioma: por
• Título da fonte: Repositório Institucional da Universidade Estadual de Maringá (RI-UEM)
• Texto Completo: http://repositorio.uem.br:8080/jspui/handle/1/4559
• topic: Formação docente; Ciências; Licenciaturas; Professores de ciências; Formação; Ciências; Currículo; Diretrizes curriculares; Licenciaturas em Ciências; Brasil.; Teacher education; Sciences teaching courses; Curriculum; Curricular guidelines; Brazil.; Ciências Exatas e da Terra; Matemática

This study discusses teacher education in the natural sciences for the last years of elementary school. Studying this issue implies historically recovering the theoretical-methodological guidelines of the teaching of sciences in elementary school, middle/high school and college. Among the many issues that influence the curriculum and the natural sciences content guidelines, the following were prioritized: knowledge, disciplinarization and interdisciplinarity. These categories are part of the curricular integration proposal, and are socialized as fundamental to this discipline. As the paper involves the teaching of pedagogical disciplines of natural sciences teaching courses, it aims to analyze to what extent such categories have supported the teacher education process and investigate the different factors that currently direct the teaching of this discipline. From the perspective of this study, the absence of national curricular guidelines and the difficulties that permeate the presentation of this course may indicate its devaluation in the current context; whereas, in this same context, there is legislation that considers curricular guidelines for specific courses such as physics, chemistry and biology. The disciplines of these courses compose the area of sciences and enable teachers to teach sciences in elementary school, in a differentiated context of duties. This discussion considers the necessity of teacher education that prioritizes characteristics of a professional profile that is adequate for the purposes of teaching this discipline in elementary school. To this end, the study is guided by national curricular parameters that influence the teaching of natural sciences and legislation that supports teacher education for basic education. Proposals of natural sciences teaching courses and biological sciences teaching courses from three Brazilian universities from three states are studied: Universidade Estadual de Maringá (UEM-PR); Universidade Federal do Estado do Rio de Janeiro (UNIRIO-RJ); Universidade de São Paulo (USP-SP). In addition, oral sources are used, namely interviews of teachers who are experienced in biology, chemistry and physics, as well as in teacher education and theoretical production and organization of curricular texts for this teaching area. This work is guided by the theoretical-methodological approach developed by English sociologists Stephen J. Ball and Richard Bowe, who use policy production as a reference. We try to combine this with qualitative research. Discussion of the data is guided by analysis of theoretical purposes indicated by the "policy cycle" and also by an approach that values the different variables involved in the educational process.