Formação inicial de professores no ambiente profissional: um olhar sobre a transposição didática de conteúdos de Ciências e Biologia no Programa Residência Pedagógica
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Data
2021-04-04
Autores
Guedes, Eder Belem
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Universidade Estadual Paulista (Unesp)
Resumo
A formação inicial de professores com abordagem teórico-prática é um dos pressupostos das Diretrizes Nacionais para a Formação de Professores de 2015, alinhando-se a pesquisadores da atualidade, como António Nóvoa. Surgem então, programas governamentais de apoio à iniciação docente, como o Programa Residência Pedagógica, que promove a articulação entre a teoria obtida no ambiente acadêmico e a prática exercida no ambiente escolar. Nesse contexto, o presente trabalho tem como objetivo geral compreender como é empreendida a transposição didática pelos alunos dos cursos de Ciências Biológicas participantes do Programa Residência Pedagógica da Universidade Estadual Paulista “Júlio de Mesquita Filho” – Unesp, de dois câmpus localizados no Noroeste Paulista. Trata-se de uma pesquisa qualitativa de natureza exploratória, que utiliza como metodologia a articulação entre a pesquisa narrativa e a Análise Textual Discursiva. A análise da transposição didática, fundamentada em Chevallard, se fez por meio da construção de categorias de análise que configuram as perspectivas observadas nas narrativas, com base nas regras da transposição didática de Astolfi et al. (1997). Essas perspectivas relacionam desde a modernização de práticas escolares e a renovação de saberes a serem ensinados na escola, até a operacionalização e a adaptação dos saberes para a melhor compreensão do estudante. Nos resultados observados nesta pesquisa, figuram como componentes marcantes da Transposição Didática aspectos relacionados ao planejamento das sequências didáticas, bem como aspectos relacionados à prática, desde atividades experimentais até a prática escolar como um todo. Os resultados trazem ainda, na leitura das categorias que a compõem, a importância atribuída aos aprendizados na universidade para o momento da ação na escola, assim como a importância da compreensão da docência por meio da participação no Programa Residência Pedagógica, fato que evidencia o pensamento de Nóvoa sobre o movimento de fazer dos professores indivíduos pertencentes à comunidade escolar durante a sua formação.
The initial teacher training with a theoretical-practical approach is one of the assumptions of the 2015 National Guidelines for Teacher Training, in line with current researchers, such as António Nóvoa. Then, government support programs for teaching initiation appeared, such as the Pedagogical Residency Program, which promotes the articulation between the theory obtained in the academic environment and the practice exercised in the school environment. In this context, the present work has the general objective of understanding how didactic transposition is undertaken by students of the Biological Sciences courses participating in the Pedagogical Residency Program of the São Paulo State University “Júlio de Mesquita Filho” - Unesp, of two campuses located in the Northwest of São Paulo. It is a qualitative research of exploratory nature, which uses as methodology the articulation between narrative research and Discursive Textual Analysis. The analysis of didactic transposition, based on Chevallard, was done through the construction of analysis categories that configure the perspectives observed in the narratives, based on Astolfi's et al. (1997). rules of didactic transposition. These perspectives relate from the modernization of school practices and the renewal of knowledge to be taught at school, to the operationalization and adaptation of knowledge to better understand the student. In the results observed in this research, aspects related to the planning of didactic sequences, as well as aspects related to practice, from experimental activities to school practice as a whole, appear as striking components of Didactic Transposition. The results also bring, in the reading of the categories that compose it, the importance attributed to the learning in the University for the moment of the action in the school, as well as the importance of the understanding of teaching through the participation in the Pedagogical Residency Program, a fact that evidences the thought de Nóvoa on the movement to make teachers individuals belonging to the school community during their training.
The initial teacher training with a theoretical-practical approach is one of the assumptions of the 2015 National Guidelines for Teacher Training, in line with current researchers, such as António Nóvoa. Then, government support programs for teaching initiation appeared, such as the Pedagogical Residency Program, which promotes the articulation between the theory obtained in the academic environment and the practice exercised in the school environment. In this context, the present work has the general objective of understanding how didactic transposition is undertaken by students of the Biological Sciences courses participating in the Pedagogical Residency Program of the São Paulo State University “Júlio de Mesquita Filho” - Unesp, of two campuses located in the Northwest of São Paulo. It is a qualitative research of exploratory nature, which uses as methodology the articulation between narrative research and Discursive Textual Analysis. The analysis of didactic transposition, based on Chevallard, was done through the construction of analysis categories that configure the perspectives observed in the narratives, based on Astolfi's et al. (1997). rules of didactic transposition. These perspectives relate from the modernization of school practices and the renewal of knowledge to be taught at school, to the operationalization and adaptation of knowledge to better understand the student. In the results observed in this research, aspects related to the planning of didactic sequences, as well as aspects related to practice, from experimental activities to school practice as a whole, appear as striking components of Didactic Transposition. The results also bring, in the reading of the categories that compose it, the importance attributed to the learning in the University for the moment of the action in the school, as well as the importance of the understanding of teaching through the participation in the Pedagogical Residency Program, a fact that evidences the thought de Nóvoa on the movement to make teachers individuals belonging to the school community during their training.
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Palavras-chave
Narrativas, Análise textual discursiva, Licenciatura em Ciências Biológicas, Chevallard, Narratives, Discursive textual analysis, Degree in Biological Sciences