Diretrizes reestruturadoras das licenciaturas no Brasil: reflexões sobre um currículo de transição do curso de Licenciatura em Física
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Data
2018-02-19
Autores
Santos, Tais Andrade dos
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Universidade Estadual Paulista (Unesp)
Resumo
Esta pesquisa de mestrado tem o objetivo de investigar o processo de reestruturação curricular de um curso de licenciatura em Física para o atendimento a Deliberação CEE nº 111/2012 e a preparação para a Resolução CNE/CP nº 02/2015. A pesquisa se mostra relevante não apenas para mapear as alterações na grade curricular do curso, de acordo com a legislação, mas principalmente por conhecer as concepções dos gestores, professores formadores e discentes. Esse estudo de caso foi delineado a partir da seguinte questão de pesquisa: “Quais as concepções de Docentes, Gestores e Discentes do curso de Licenciatura em Física sobre as contribuições das modificações curriculares para a formação dos futuros professores?” e com os seguintes objetivos específicos: Conhecer e analisar os documentos oficiais que propõem as modificações no currículo; construir um instrumento de análise argumentativa, por meio das categorias de Toulmin, para que possamos ter uma visão global dos prós e contras do novo currículo pela visão dos sujeitos; analisar/inferir as contribuições do novo currículo para a formação de professores (em relação ao currículo anterior), ou seja, refletir sobre o perfil dos alunos egressos do curso considerando também as mudanças que ocorreram com a nova reestruturação implantada para os alunos ingressos no ano de 2018. Os métodos técnico-instrumentais utilizados foram: análise estrutural de conteúdo material; revisão bibliográfica, análise de documentos, entrevista e questionários analisados através do referencial teórico metodológico de análise da argumentação dos sujeitos. Os referenciais teóricos metodológicos que fundamentaram a pesquisa foram o Padrão de Argumentação de Toumin (TAP) para as concepções dos sujeitos e para as relações de currículo propostos por Apple. Como principais resultados obtidos nesse trabalho temos que apesar do perfil formativo da legislação apontar para uma racionalidade prática com uma estreita relação entre a teoria e a prática, a concepção dos docentes sobre a formação inicial prioriza “saber o conteúdo da Física”, relacionando a prática docente na formação inicial apenas às disciplinas pedagógicas. O processo de reestruturação neste estudo de caso foi realizado de modo verticalizado, apesar de parecer um discurso repetitivo de verticalização na adequação do currículo, os gestores e docentes neste estudo de caso demonstraram que o processo foi realizado apenas para o cumprimento burocrático das deliberações, de modo que os docentes evitaram ao máximo passar pelo processo. Além da implantação da diretriz causar mudanças no estilo de ensino do professor formador, em relação às concepções dos discentes, docentes e dos gestores sobre a reestruturação do currículo; um dos traços mais marcantes é a dicotomia entre o saber dos conteúdos de Física e didática, essa dicotomia aparece na imposição da deliberação CEE nº 111/2012, que ao assegurar uma carga horária para as disciplinas pedagógica nas licenciaturas, causa na postura dos sujeitos o discurso de que a alteração é interessante à formação dos futuros professores, desde que não altere a carga horária das disciplinas de Física. Por fim como contribuições deste trabalho compreende-se que é imprescindível que os currículos devem ser reformulados não apenas por documentos legais, mas que o processo de reflexão da formação inicial docente deve ser contínuo e repensado pelos próprios professores formadores e gestores.
This master's research aims to investigate the process of curricular restructuring of a degree in Physics for compliance with CEE resolution 111/2012 and the preparation for CNE / CP Resolution 02/2015. The research is relevant not only to map the changes in the course curriculum of the course, according to the legislation, but mainly to know the conceptions of managers, teachers and students. This case study was delineated from the following research question: "What are the conceptions of Teachers, Managers and Students of the Licentiate in Physics course on the contributions of curricular modifications to the training of future teachers?" And with the following specific objectives : To know and to analyze the official documents that propose the modifications in the curriculum; to construct an instrument of argumentative analysis, through Toulmin's categories, so that we can have a global view of the pros and cons of the new curriculum by the subjects' view; to analyze / infer the contributions of the new curriculum for teacher training (in relation to the previous curriculum), that is, to reflect on the profile of the students who graduated from the course, also considering the changes that occurred with the new restructuring implemented for students in the year of 2018. The technical-instrumental methods used were: structural analysis of material content; bibliographic review, document analysis, interview and questionnaires analyzed through the theoretical methodological reference of the analysis of the subjects' arguments. The theoretical methodological references that supported the research were the Toulmin Argumentation Standard (TAP) for the subjects' conceptions and for the curriculum relations proposed by Apple. As the main results obtained in this work we have that although the training profile of the legislation points to a practical rationality with a close relationship between theory and practice, the teachers' conception about initial training prioritizes “to know the content of Physics”, relating the teaching practice in the initial training only to the pedagogical disciplines. The restructuring process in this case study was carried out vertically, although it seems to be a repetitive discourse of verticalisation in the adequacy of the curriculum, the managers and teachers in this case study demonstrated that the process was carried out only for the bureaucratic fulfillment of the deliberations, of so that teachers avoided the process as much as possible. In addition to the implementation of the directive cause changes in the teaching style of the teacher trainer, in relation to the conceptions of the students, teachers and managers on the restructuring of the curriculum; one of the most striking features is the dichotomy between the knowledge of the contents of Physics and didactics, this dichotomy appears in the imposition of the CEE resolution No. 111/2012, which, by securing an hourly load for the pedagogical disciplines in the degrees, discourse that the change is interesting to the training of future teachers, as long as it does not change the workload of the Physics disciplines. Finally, as contributions of this work it is understood that it is imperative that curricula must be reformulated not only by legal documents, but that the process of reflection of initial teacher education must be continuous and rethought by the teacher trainers themselves and managers.
This master's research aims to investigate the process of curricular restructuring of a degree in Physics for compliance with CEE resolution 111/2012 and the preparation for CNE / CP Resolution 02/2015. The research is relevant not only to map the changes in the course curriculum of the course, according to the legislation, but mainly to know the conceptions of managers, teachers and students. This case study was delineated from the following research question: "What are the conceptions of Teachers, Managers and Students of the Licentiate in Physics course on the contributions of curricular modifications to the training of future teachers?" And with the following specific objectives : To know and to analyze the official documents that propose the modifications in the curriculum; to construct an instrument of argumentative analysis, through Toulmin's categories, so that we can have a global view of the pros and cons of the new curriculum by the subjects' view; to analyze / infer the contributions of the new curriculum for teacher training (in relation to the previous curriculum), that is, to reflect on the profile of the students who graduated from the course, also considering the changes that occurred with the new restructuring implemented for students in the year of 2018. The technical-instrumental methods used were: structural analysis of material content; bibliographic review, document analysis, interview and questionnaires analyzed through the theoretical methodological reference of the analysis of the subjects' arguments. The theoretical methodological references that supported the research were the Toulmin Argumentation Standard (TAP) for the subjects' conceptions and for the curriculum relations proposed by Apple. As the main results obtained in this work we have that although the training profile of the legislation points to a practical rationality with a close relationship between theory and practice, the teachers' conception about initial training prioritizes “to know the content of Physics”, relating the teaching practice in the initial training only to the pedagogical disciplines. The restructuring process in this case study was carried out vertically, although it seems to be a repetitive discourse of verticalisation in the adequacy of the curriculum, the managers and teachers in this case study demonstrated that the process was carried out only for the bureaucratic fulfillment of the deliberations, of so that teachers avoided the process as much as possible. In addition to the implementation of the directive cause changes in the teaching style of the teacher trainer, in relation to the conceptions of the students, teachers and managers on the restructuring of the curriculum; one of the most striking features is the dichotomy between the knowledge of the contents of Physics and didactics, this dichotomy appears in the imposition of the CEE resolution No. 111/2012, which, by securing an hourly load for the pedagogical disciplines in the degrees, discourse that the change is interesting to the training of future teachers, as long as it does not change the workload of the Physics disciplines. Finally, as contributions of this work it is understood that it is imperative that curricula must be reformulated not only by legal documents, but that the process of reflection of initial teacher education must be continuous and rethought by the teacher trainers themselves and managers.
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Formação Inicial, Deliberação CEE nº 111/2012, Resolução CNE/CP 02/2015., Initial Formation, EEC Deliberation nº111/2012, CNE/CP Resolution nº 02/2015.