A prática como componente curricular nos cursos de licenciatura em Física da Rede Federal de Educação Profissional, Científica e Tecnológica
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Data
2019-07-05
Autores
Silva, José Hilton Pereira da [UNESP]
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Editor
Universidade Estadual Paulista (Unesp)
Resumo
Este trabalho teve como objetivo identificar, a partir dos projetos pedagógicos, como se configura a Prática como Componente Curricular (PCC) nos cursos de Licenciatura em Física da Rede Federal de Educação Profissional, Científica e Tecnológica (RFEPCT). Para análise dos dados da pesquisa, empregamos os elementos da Análise Textual Discursiva (ATD). Apresentamos, neste texto, as principais discussões sobre a ideia de profissionalização docente e o paradigma da formação de professores calcada na prática reflexiva. Elaboramos um breve relato histórico, sobre o desenvolvimento da Prática de Ensino na formação de professores, em especial do ensino secundário, além de um breve histórico sobre a criação e o desenvolvimento das instituições federais de ensino tecnológico no Brasil. Também relatamos sobre o desenvolvimento dos cursos de licenciatura na RFEPCT. Por meio do nosso levantamento, foi possível catalogar 73 cursos presenciais, de Licenciatura em Física, pertencentes a essa rede, que tem números compatíveis aos oferecidos pelas universidades federais, nessa habilitação. Tivemos acesso a 64 projetos pedagógicos, dos quais 35 foram escolhidos, aleatoriamente, para análise. Após esse processo, verificamos que alguns cursos (14,3% da amostra) optaram por desenvolver a PCC utilizando a carga horária total de algumas disciplinas do currículo. A essa opção, chamamos de prática “disciplinar”. Outros cursos (8,6% da amostra), escolheram adotar a PCC em forma de componentes externos à matriz curricular, tipo de prática que chamamos de “não-disciplinar”. A maior parte dos cursos (40,0% do total), adotou a carga horária de PCC distribuída em uma porcentagem da carga de diversas disciplinas do currículo. A esse tipo de prática intitulamos “híbrida”. Em 5,7% da amostra, a PCC foi dividida entre propostas extracurriculares e entre disciplinas do currículo, tipo de prática nomeada de “compartilhada”. Por falta de dados, informações, ou mesmo definições, não foi possível identificar de que maneira a PCC foi adotada por 11,4% cursos da amostra e, nesses casos a chamamos de “não-identificada”. Por fim, em 20% dos cursos da amostra os dados foram inconsistentes ou incompletos em relação à PCC e estas receberam a denominação “inconclusiva”. Acreditamos, que estes e outros resultados, nos permitem ter uma ideia de como os cursos de Licenciatura em Física da RFEPCT interpretaram e implementaram a PCC em seus projetos pedagógicos.
This study aimed to identify, in the pedagogical projects, how the Practice as a Curricular Component (PCC) is configured in the Physics teacher training courses of the Federal Network of Professional, Scientific and Technological Education (RFEPCT). To analyze the research data, we used the elements of Textual Discursive Analysis (ATD). We present in this text the main discussions about the idea of teacher professionalization and the teacher training based on paradigm of reflexive practice. We elaborate a brief historical report on the development of Teaching Practice in teacher education, especially high school education, as well as a brief history about the creation and development of federal institutions of technological teaching in Brazil. We also report on the development of teacher training courses in the RFEPCT. Through our survey, it was possible to catalog 73 face-to-face courses, of Physics teacher training courses, belonging to this network, which have numbers compatible with those offered by the federal universities, in this habilitation. We had access to 64 pedagogical projects, of which 35 were randomly chosen for analysis. After this process, we verified that some courses (14.3% of the sample) chose to develop the PCC using the total workload of some curricular subjects. To this option, we call it "disciplinary" practice. Other courses (8.6% of the sample) chose to adopt the PCC in the form of components external to the curricular matrix, a type of practice we call "non-disciplinary". Most of the courses (40.0% of the total) adopted the PCC workload distributed in a percentage of the load of several curricular subjects. To this type of practice we call "hybrid". In 5.7% of the sample, the PCC was divided between extracurricular proposals and between disciplines of the curriculum, type of practice named "shared". Due to lack of data, information, or even definitions, it was not possible to identify how the PCC was adopted by 11.4% of sample courses, and in these cases we call it "unidentified". Finally, in 20% of the courses of the sample, the data were inconsistent or incomplete in relation to the PCC and they were given the name "inconclusive". We believe that these and other results allow us to have an idea of how the Physics teacher training courses of the RFEPCT have interpreted and implemented the PCC in its pedagogical projects.
This study aimed to identify, in the pedagogical projects, how the Practice as a Curricular Component (PCC) is configured in the Physics teacher training courses of the Federal Network of Professional, Scientific and Technological Education (RFEPCT). To analyze the research data, we used the elements of Textual Discursive Analysis (ATD). We present in this text the main discussions about the idea of teacher professionalization and the teacher training based on paradigm of reflexive practice. We elaborate a brief historical report on the development of Teaching Practice in teacher education, especially high school education, as well as a brief history about the creation and development of federal institutions of technological teaching in Brazil. We also report on the development of teacher training courses in the RFEPCT. Through our survey, it was possible to catalog 73 face-to-face courses, of Physics teacher training courses, belonging to this network, which have numbers compatible with those offered by the federal universities, in this habilitation. We had access to 64 pedagogical projects, of which 35 were randomly chosen for analysis. After this process, we verified that some courses (14.3% of the sample) chose to develop the PCC using the total workload of some curricular subjects. To this option, we call it "disciplinary" practice. Other courses (8.6% of the sample) chose to adopt the PCC in the form of components external to the curricular matrix, a type of practice we call "non-disciplinary". Most of the courses (40.0% of the total) adopted the PCC workload distributed in a percentage of the load of several curricular subjects. To this type of practice we call "hybrid". In 5.7% of the sample, the PCC was divided between extracurricular proposals and between disciplines of the curriculum, type of practice named "shared". Due to lack of data, information, or even definitions, it was not possible to identify how the PCC was adopted by 11.4% of sample courses, and in these cases we call it "unidentified". Finally, in 20% of the courses of the sample, the data were inconsistent or incomplete in relation to the PCC and they were given the name "inconclusive". We believe that these and other results allow us to have an idea of how the Physics teacher training courses of the RFEPCT have interpreted and implemented the PCC in its pedagogical projects.
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Palavras-chave
Licenciatura em Física, Federal Teaching Network, Rede federal de ensino, Formação de professores, Projeto pedagógico, Prática de ensino, Pedagogical project, Teaching practices, Physics teacher training courses, Teacher training