Das práticas docentes tradicionais às reflexivas: os caminhos percorridos no processo de mudança metodológica nas aulas de Física em uma instituição de ensino superior
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Data
2017-02-22
Autores
Chaves Urias, Guilherme Muniz Pereira [UNESP]
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Editor
Universidade Estadual Paulista (Unesp)
Resumo
Na presente tese, são analisados os saberes mobilizados por um professor de física, ao utilizar atividades de ensino baseadas em metodologias ativas, com alunos da disciplina de Física Aplicada do curso de graduação em Farmácia de uma Instituição de Ensino Superior privada. Analisaram-se ainda se essas atividades educativas viabilizaram uma mudança de concepção nos alunos a respeito da física, bem como constituíram-se como opções metodológicas viáveis para despertar o interesse dos alunos pelos conhecimentos abordados na referida disciplina. Essa análise se deu considerando-se a necessidade de que os professores se apropriem de saberes docentes consonantes com uma prática reflexiva em busca de uma mudança de postura que o aproxime dos estudantes, concebendo, em suas práticas pedagógicas, metodologias de ensino que possibilitem uma atuação ativa dos aprendizes ao longo do processo educativo. A pesquisa é do tipo participante, cujos dados, constituídos entre os anos de 2013 a 2015, foram submetidos à análise de conteúdo, segundo o método objetivo sugerido por Bardin. Os resultados mostraram que os saberes mobilizados no referido período, com o objetivo de se colocar em prática a pedagogia freireana, foram aqueles que permitiram realizar uma reflexão crítica sobre as práticas docentes, criar atividades educativas com rigor metodológico, pesquisar e fazer pesquisa nesse processo de criação, tomar ciência de que a educação é gnosiológica e que nela o professor se inseriu como sujeito condicionado, sempre disponível ao diálogo, blindado pelo bom senso, assumindo o compromisso de orientar os educandos e tomando decisões conscientes, respaldadas pela pedagogia e pela didática. Ademais, houve indícios de que a mobilização desses saberes viabilizou o uso de atividades educativas baseadas em metodologias ativas que se estabeleceram como opções metodológicas viáveis para despertar o interesse dos educandos, o que pode ter propiciado o desenvolvimento da autonomia por parte deles, além dos indícios de que esses educandos passaram a conceber a disciplina como um desafio imposto entre o ser e o mais ser, ou seja, um desafio natural, necessário para o seu próprio desenvolvimento, possível de ser superado e que faz parte do processo educativo da vida universitária.
In the present thesis, the knowledge mobilized by a physics teacher, when using active methodologies for teaching, with students of the Applied Physics discipline of the Pharmacy graduation course in a Private Higher Education Institution. It was also analyzed whether these educational activities enabled a change of conception in the students regarding physics, as well as being feasible methodological options to arouse the students' interest in the knowledge addressed in said discipline. This analysis was based on the teacher’s need for appropriate teachers knowledge in accordance with a reflexive practice in search of a change of posture that brings them closer to the students, designing, in their pedagogical practices, teaching methodologies that allow an action of the learners throughout the educational process. The research is the participant type, whose data, constituted between the years 2013 to 2015, were submitted to content analysis, according to the objective method suggested by Bardin. The results showed that the knowledge mobilized in the period, with the aim of putting Freirean pedagogy into practice, were those that allowed a critical reflection on teaching practices, creating educational activities with methodological rigor, researching and doing research in this process. Creation, become aware that education is gnosiological and that in it the teacher was inserted as a conditioned subject, always available to dialogue, armored by common sense, assuming the commitment to guide students and making conscious decisions, backed by pedagogy and didactics. In addition, there were indications that the mobilization of these knowledges enabled the use of educational activities based on active methodologies that were established as viable methodological options to arouse the students' interest, which may have facilitated the development of their autonomy, besides the evidence That these students began to conceive of discipline as a challenge imposed between being and more being, that is, a natural challenge, necessary for their own development, possible to overcome and that is part of the educational process of university life.
In the present thesis, the knowledge mobilized by a physics teacher, when using active methodologies for teaching, with students of the Applied Physics discipline of the Pharmacy graduation course in a Private Higher Education Institution. It was also analyzed whether these educational activities enabled a change of conception in the students regarding physics, as well as being feasible methodological options to arouse the students' interest in the knowledge addressed in said discipline. This analysis was based on the teacher’s need for appropriate teachers knowledge in accordance with a reflexive practice in search of a change of posture that brings them closer to the students, designing, in their pedagogical practices, teaching methodologies that allow an action of the learners throughout the educational process. The research is the participant type, whose data, constituted between the years 2013 to 2015, were submitted to content analysis, according to the objective method suggested by Bardin. The results showed that the knowledge mobilized in the period, with the aim of putting Freirean pedagogy into practice, were those that allowed a critical reflection on teaching practices, creating educational activities with methodological rigor, researching and doing research in this process. Creation, become aware that education is gnosiological and that in it the teacher was inserted as a conditioned subject, always available to dialogue, armored by common sense, assuming the commitment to guide students and making conscious decisions, backed by pedagogy and didactics. In addition, there were indications that the mobilization of these knowledges enabled the use of educational activities based on active methodologies that were established as viable methodological options to arouse the students' interest, which may have facilitated the development of their autonomy, besides the evidence That these students began to conceive of discipline as a challenge imposed between being and more being, that is, a natural challenge, necessary for their own development, possible to overcome and that is part of the educational process of university life.
Descrição
Palavras-chave
Ensino de Física, Saberes docentes, Metodologias ativas, Physics teaching, Teaching knowledge, Active methods