Um projeto de interação Universidade-Escola como espaço formativo para a docência do professor universitário
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Data
2008-05-05
Autores
Freitas, Zulind Luzmarina [UNESP]
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Editor
Universidade Estadual Paulista (Unesp)
Resumo
Neste trabalho, dirigimo-nos para a formação do acadêmico que atua nas licenciaturas em Ciências e Matemática, procurando compreendê-la a partir de uma situação em que pesquisadores em Biologia, Física, Química, Matemática e Educação Científica participam de um projeto de formação continuada de professores de uma escola pública, no qual coordenavam grupos de trabalho e assumiam a orientação de pesquisas realizadas pelos professores da escola. Nosso olhar volta-se para a dupla interação, uma, entre acad~emicos que pesquisam nessas diferentes áreas da Ciência, e outra entre eles e os professores da Escola. Defendemos a tese de que situações caracterizadas pelo trabalho conjunto entre professores da universidade e professores da escola são potencialmente ricas para que os primeiros produzam conhecimento sobre objetos relacionados à docência. Consideramos que tais objetos estão, na maioria dos casos, muito distante do universo do acadêmico que atua nas licenciaturas e que somente podem ser constituídos dentro de uma rede de relações que é justamente produto da interação entre o universo acadêmico e escola. Obras de Paulo Freire e Pierre Bourdieu ajudaram-nos a abordar a formação no sentido da transformação. quando levamos em conta que os sujeitos/agentes estão inseridos em estruturas estruturantes que perpassam valores, os quais são assumidos através de suas representações. Enquanto acadêmica participante do projeto, constituímos o cenário de nossa pesquisa em ambiente natural, elegendo como dados transcrições de registros, em áudio, de reuniões que ocorreram durante o sexto ano de realização do projeto. Através da análise de conteúdo, pudemos reconhecer que os propósitos da pesquisa do professor não são veiculados apenas pelas boas intenções dos que se propõem a orientá-las, mas também pelas estruturas a que eles estão sujeitos.
In this work, we address the education of scholars who teaches in Science and Mathematics Techer Education programs. We approach this subject through a situation in which Biology, Physics, Chemistry, Mathematics and Science Education researchers participate in an in-service teacher education project that took place in a public school, by coordinationg work groups and advising school teacher researches. We focused on a double interaction, among scholars of different areas of Science and Mathematics, and between them and the school teachers. We defend the thesis that situations characterized by scholars and school teachers cooperative work are potentially rich for the formers to produce knowledge about objects related to instruction. We believe both that such objects, in most of the cases, are too far from the universe of scholars who teach in Teacher Education programs and that they only can be constituted inside a relation web produced during the interaction between university and school. Writings by Paulo Freire w Pierre Bourdieu helped us to approach education in the sense of transformation, when we considered that individuals/agents were placed in structuring structures which enclose values, assumed through their representations. By being one of the scholars who participated in the project, we constituted our research setting in a natural environment, by electing data from transcriptions of audio-recorded meetings that occurred during the sixth year of the project. Through conten analysis, we were able to recognize that the purpose of teacher research are not accomplished by the good intentions of those who are willing to advise it, but also by the structures they are submitted to.
In this work, we address the education of scholars who teaches in Science and Mathematics Techer Education programs. We approach this subject through a situation in which Biology, Physics, Chemistry, Mathematics and Science Education researchers participate in an in-service teacher education project that took place in a public school, by coordinationg work groups and advising school teacher researches. We focused on a double interaction, among scholars of different areas of Science and Mathematics, and between them and the school teachers. We defend the thesis that situations characterized by scholars and school teachers cooperative work are potentially rich for the formers to produce knowledge about objects related to instruction. We believe both that such objects, in most of the cases, are too far from the universe of scholars who teach in Teacher Education programs and that they only can be constituted inside a relation web produced during the interaction between university and school. Writings by Paulo Freire w Pierre Bourdieu helped us to approach education in the sense of transformation, when we considered that individuals/agents were placed in structuring structures which enclose values, assumed through their representations. By being one of the scholars who participated in the project, we constituted our research setting in a natural environment, by electing data from transcriptions of audio-recorded meetings that occurred during the sixth year of the project. Through conten analysis, we were able to recognize that the purpose of teacher research are not accomplished by the good intentions of those who are willing to advise it, but also by the structures they are submitted to.
Descrição
Palavras-chave
Professores universitários - Formação, Educação
Como citar
FREITAS, Zulind Luzmarina. Um projeto de interação Universidade-Escola como espaço formativo para a docência do professor universitário. 2008. 140 f. Tese (doutorado) - Universidade Estadual Paulista, Faculdade de Ciências, 2008.