A temática ambiental na formação inicial de professores: análise de cursos de Licenciatura em Física de Instituições de Ensino Superior localizadas no estado de São Paulo
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Data
2019-03-08
Autores
Leite, Danielle Aparecida Reis
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Universidade Estadual Paulista (Unesp)
Resumo
A legislação brasileira recomenda a inserção da Educação Ambiental (EA) nos diferentes níveis de ensino, inclusive no superior. De maneira específica, alguns instrumentos normativos enfatizam que a EA deve ser incorporada à formação inicial dos professores, independentemente da área do conhecimento a que se vincula o curso ou do nível de ensino em que os futuros docentes atuarão. Além disso, o destaque concedido à questão ambiental na atualidade faz com que o campo de pesquisa da área também reconheça a necessidade de que este tema componha a formação inicial do professor. Assim, reunimos esses argumentos para justificar a presença da temática ambiental na formação inicial do professor de Física. Nesse contexto, a presente investigação foi orientada pelas seguintes questões: Os cursos de Licenciatura em Física consideram a temática ambiental como uma dimensão importante para a formação do professor de Física? A incorporação da referida temática nesses cursos acarreta quais impactos para o processo de formação do professor de Física? Com isso, objetivamos analisar as estratégias utilizadas para inserção da temática ambiental em cursos de Licenciatura em Física e, a partir dessa análise, oferecer alguns subsídios para a sua abordagem em cursos de formação inicial de professores de Física, através de uma integração sistêmica, transversal e interdisciplinar. Para tanto, reunimos as informações presentes nos Projetos Pedagógicos e entrevistamos os coordenadores de 15 cursos de Licenciatura em Física, oferecidos por Instituições de Ensino Superior públicas localizadas no estado de São Paulo. A análise dos dados foi inspirada pelos procedimentos propostos pela Análise de Conteúdo, sendo construídas três categorias: (i) “Lócus de inserção da temática ambiental no curso de Licenciatura em Física”, (ii) “Aspectos privilegiados para inserção da temática ambiental no curso de Licenciatura em Física” e (iii) “Motivações, possibilidades e desafios para a inserção da temática ambiental no curso de Licenciatura em Física”. Os resultados revelam que: a) apesar de três cursos explorarem a temática ambiental em atividades de pesquisa e extensão, o ensino é o lócus privilegiado para a sua abordagem; b) enquanto sete cursos sugerem que será concedida uma abordagem interdisciplinar para referida temática, os demais priorizam um tratamento pontual, quando identificamos algumas dificuldades para estabelecer relações entre a Física, a temática ambiental e o processo educativo (resultado de uma visão fragmentada, acentuada pela disciplinarização do conhecimento); c) embora tenhamos constatado que a inserção da temática ambiental nesses cursos é um reflexo das exigências legislativas e normativas, identificamos alguns fatores que motivaram sua presença nessas licenciaturas, o que indica o reconhecimento da sua importância para a formação do professor de Física; d) a falta de docentes que possuam envolvimento com a temática ambiental é o principal desafio enfrentado para a inserção desta no curso de Licenciatura em Física. Embora tenhamos nos deparado com algumas limitações, reconhecemos os esforços e as iniciativas de alguns cursos para o tratamento da temática ambiental no processo de formação do professor de Física. Apesar disso, concluímos que a incorporação da temática ambiental em um curso de Licenciatura em Física exige a construção de um novo significado para a formação de um professor de Física que, no século XXI, tem se mostrado como algo que vai além de capacitá-lo para ensinar conceitos físicos.
Brazilian legislation recommends the Environmental Education (EE) insertion of at different levels of education, including in higher education. Specifically, some normative instruments emphasize that EE should be incorporated into the initial teachers training, regardless of the knowledge area to which the course or education’s level in which the future teachers will work. In addition, nowadays the emphasis given to the environmental issue makes the research field in the area also recognize the need for this theme to compose the initial teacher training. Thus, we gather these arguments to justify the presence of the environmental theme in the initial Physics teacher formation. In this context, the present research was guided by the following questions: Do the Bachelor Education degree courses in Physics consider the environmental theme as an important dimension for the physics teacher formation? The incorporation of this theme in these courses entails what impacts to the physics teacher formation process? With this, we aim to analyze the strategies used to insert the environmental theme in Bachelor Education degree courses in Physics and, from this analysis, offer some subsidies for its approach in initial training courses for physics teachers, through a systemic, transverse integration and interdisciplinary. To do so, we gathered the information present in the Pedagogical Projects and interviewed 15 coordinators Bachelor Education degree courses in Physics, offered by Public Higher Education Institutions located in the São Paulo state. The analysis of the data was inspired by the procedures proposed by Content Analysis, and three categories were constructed: (i) "Locus of environmental theme insertion in the Bachelor Education degree course in Physics"; (ii) "Privileged aspects for environmental insertion theme in the course (iii) "Motivations, possibilities and challenges for the environmental theme insertion in the Bachelor Education degree course in Physics". The results reveal that: a) although three courses explore the environmental theme in research and extension activities, teaching is the privileged locus for its approach; b) while seven courses suggest that an interdisciplinary approach will be granted for this subject, the others prioritize a punctual treatment, when we identify some difficulties to establish relations between physics, the environmental theme and the educational process (result of a fragmented vision, accentuated by the disciplinarization of knowledge); c) although we have verified that the environmental theme insertion in these courses is a reflection of the legislative and normative requirements, we identified some factors that motivated its presence in these degrees, which indicates the recognition of its importance for the Physics teacher formation; d) the lack of teachers who have an involvement with environmental issues is the main challenge faced for the inclusion of this in the Bachelor Education degree course in Physics. Although we have encountered some limitations, we recognize the efforts and initiatives of some courses for the treatment of environmental issues in the physics teacher training process. In spite of this, we conclude that the incorporation of the environmental theme in a Bachelor Education degree in Physics requires the construction of a new meaning for the Physics teacher formation who, in the 21st century, has shown itself as something that goes beyond enabling it to teach physical concepts.
Brazilian legislation recommends the Environmental Education (EE) insertion of at different levels of education, including in higher education. Specifically, some normative instruments emphasize that EE should be incorporated into the initial teachers training, regardless of the knowledge area to which the course or education’s level in which the future teachers will work. In addition, nowadays the emphasis given to the environmental issue makes the research field in the area also recognize the need for this theme to compose the initial teacher training. Thus, we gather these arguments to justify the presence of the environmental theme in the initial Physics teacher formation. In this context, the present research was guided by the following questions: Do the Bachelor Education degree courses in Physics consider the environmental theme as an important dimension for the physics teacher formation? The incorporation of this theme in these courses entails what impacts to the physics teacher formation process? With this, we aim to analyze the strategies used to insert the environmental theme in Bachelor Education degree courses in Physics and, from this analysis, offer some subsidies for its approach in initial training courses for physics teachers, through a systemic, transverse integration and interdisciplinary. To do so, we gathered the information present in the Pedagogical Projects and interviewed 15 coordinators Bachelor Education degree courses in Physics, offered by Public Higher Education Institutions located in the São Paulo state. The analysis of the data was inspired by the procedures proposed by Content Analysis, and three categories were constructed: (i) "Locus of environmental theme insertion in the Bachelor Education degree course in Physics"; (ii) "Privileged aspects for environmental insertion theme in the course (iii) "Motivations, possibilities and challenges for the environmental theme insertion in the Bachelor Education degree course in Physics". The results reveal that: a) although three courses explore the environmental theme in research and extension activities, teaching is the privileged locus for its approach; b) while seven courses suggest that an interdisciplinary approach will be granted for this subject, the others prioritize a punctual treatment, when we identify some difficulties to establish relations between physics, the environmental theme and the educational process (result of a fragmented vision, accentuated by the disciplinarization of knowledge); c) although we have verified that the environmental theme insertion in these courses is a reflection of the legislative and normative requirements, we identified some factors that motivated its presence in these degrees, which indicates the recognition of its importance for the Physics teacher formation; d) the lack of teachers who have an involvement with environmental issues is the main challenge faced for the inclusion of this in the Bachelor Education degree course in Physics. Although we have encountered some limitations, we recognize the efforts and initiatives of some courses for the treatment of environmental issues in the physics teacher training process. In spite of this, we conclude that the incorporation of the environmental theme in a Bachelor Education degree in Physics requires the construction of a new meaning for the Physics teacher formation who, in the 21st century, has shown itself as something that goes beyond enabling it to teach physical concepts.
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Palavras-chave
Temática ambiental, Formação de professores, Licenciatura em física, Environmental theme, Teacher training, Bachelor education degree in physics