Formação e docência : desafios e possibilidades de um curso de licenciatura dupla na região sul do Amazonas

• Autor(a) principal: Costa, Rúbia Darivanda da Silva
• Data de Publicação: 2020
• Tipo de documento: Tese
• Idioma: por
• Título da fonte: Repositório Institucional da UFMT
• Texto Completo: http://ri.ufmt.br/handle/1/5641
• topic: Formação de professores; Docência superior; Prática docente; Pesquisa narrativa; CNPQ::CIENCIAS EXATAS E DA TERRA; Teachers formation; Higher education; Teacher practice; Narrative research

Teachers formation is consolidating as a fundamental object of interest on educational research field, face the questioning and deeper understanding about formation, teaching, knowledge, professional practice, carrier plans and educators work, once the diversity of professionals and school subjects that integrate Brazilian educational point out to the necessity of reflections and discussion related to the teacher training. This is a qualitative narrative research. The research object is the teaching and teacher formation in the context of the Double Degree in Sciences - Biology and Chemistry undergraduate course (Licenciatura Dupla em Ciências – Biologia e Quimica), offered by the Institute of Education, Agriculture and Environment, at Federal University of Amazonas (UFAM), and dedicated to the initial formation of elementary school science teachers, as well of biology and chemistry middle school teachers. I have as the main research aim to understand and to explain in which terms are configurated the formation, teaching, challenges, and possibilities of a Double Degree in Sciences: Biology and Chemistry undergrad course. As specific aims, I look to know the self-view and the teaching-view of the teachers-trainers, to understand and to explain the teaching methods of former students from the above-mentioned course, when talking about their formation and teaching experience at elementary education. I defend the thesis that the organization and development of a degree in Double Degree in Sciences - Biology and Chemistry shows possibilities and challenges that contribute to the initial formation of elementary school teachers, to allow the movement of science, biology, and chemistry knowledge in their educational practices. I assume the Discursive Textual Analysis (DTA) as methodology of analysis of the information from interviews, as well in the online focal group. Fifteen education professionals participated in this research and from their voices emerged four analytic sections. The thesis’ manuscript is presented in eight sections, in which I organize through metaphors linked to the water cycle, once this cycle is made of chemical and biological phenomenon, in continuous processes of transformation, as follow: i) Drizzle: Presents a formative cycle; ii) Wind, Water, Clouds, Live: Elements that metaphorize my history and my research object; iii) Transpiration: The investigative movement. iv) Evaporation: Configuration and organization of the Double Degree in Sciences - Biology and Chemistry v) Condensation: Teaching in Higher education and initial formation in Double Degree in Sciences: Biology and Chemistry; vi) Precipitation: Double Degree in Sciences elementary education - perspective and challenges. vii) Infiltration: Reconfiguration possibilities of the Double Degree in Sciences – challenges and opportunities in/the teaching practice; and viii) Runoff: The water movements in a continuous cycle. I comprehended, in the construction process of this thesis, with a narrative approach, that the formation and the teaching result from constant and continuous processes of transformation and changes. I noticed the necessity for research and teaching proposals that can contribute to the improvement of the undergraduate course and possible reorganization of its curriculum framework, to allow a better affinity and interest of the students during the formative process for both subjects of their initial formation. I conclude that the collective planning work for teaching and the socializing of the academic results with the group of teachers can assist in this process. Despite the countless challenges experienced during the initial training, several possibilities are evidenced for construction, deconstruction and reconstruction of educational proposals that can contribute to the initial training of future teachers, as well as to the continuous training of teachers-trainers, to allow the movement of knowledge between the areas of the Science degree: Biology and Chemistry, in addition to enabling educational and social contributions before, during and after the formative process, not only at the university level, but also in schools and society in general, in face of the lack teachers and training courses.