Um estudo longitudinal sobre o imaginário de licenciando(a)s em Física: pensando a identidade profissional docente
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Data
2021-07-16
Autores
Belíssimo, Jéssica dos Reis
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Editor
Universidade Estadual Paulista (Unesp)
Resumo
Esta pesquisa objetivou compreender alguns aspectos do imaginário de licenciando(a)s em Física sobre temas como o conhecimento científico, o ensino da ciência e o processo de constituição de saberes para a docência, desde o ingresso na universidade até a conclusão do curso, e entender a influência do projeto pedagógico e a estruturação do curso para o perfil formativo do(a)s futuro(a)s professore(a)s de Física. Para auxiliar no processo investigativo estabeleceu-se a seguinte questão de que pesquisa: De que maneira os imaginários do(a)s licenciando(a)s em Física sobre o conhecimento científico, o ensino da ciência e o processo de constituição de saberes para a docência vão se modificando ao longo do curso e delineando sua identidade profissional? O contexto de produção deste estudo se deu no curso de Licenciatura em Física de uma Universidade pública paulista. A constituição dos dados da pesquisa ocorreu por meio de questionários respondidos pelo(a)s licenciando(a)s anualmente, desde ingresso na universidade até a conclusão do curso. Além disso, também foram realizadas entrevistas semiestruturadas ao final da graduação. Os referencias teóricos e metodológicos que sustentaram o desenvolvimento da pesquisa foram a Análise de Discurso Pecheutiana e os referenciais da área de formação de professores. A partir da análise das produções discursivas, compreendeu-se que o projeto pedagógico do curso e sua matriz curricular possui um papel fundamental na modificação dos imaginários do(a)s licenciando(a)s em Física, no processo de constituição dos saberes para a docência e no desenvolvimento da construção da identidade docente. Ademais, identificou-se que os imaginários do(a)s licenciando(a)s sobre a profissão docente estão inseridos na perspectiva do professor reflexivo, o que corrobora a constituição de uma identidade profissional docente sob a base ideológica neoliberal, a qual culmina na naturalização do modelo auto formativo e instrumentalizador da prática reflexiva.
This research aimed to understand some aspects of the imagination of undergraduates in Physics on topics such as scientific knowledge, science teaching and the process of constitution of knowledge for teaching, from university admission to completion of the course, and understand the influence of the pedagogical project and the structuring of the course for the formative profile of future Physics teachers. To assist in the investigative process, the following question was established: How do the imaginaries of future Physics teachers regarding scientific knowledge, science teaching and the process of constitution of knowledge for teaching change throughout the course and outline their professional identity? The context of production of this study took place in the training course for teachers in Physics at a public university. The constitution of the research data occurred through questionnaires answered by the undergraduates annually, from university admission to completion of the course. In addition, semistructured interviews were also carried out at the end of graduation. The theoretical and methodological references that supported the development of the research were the Pecheutian Discourse Analysis and the references in the area of teacher education. From the analysis of the discursive productions, it was understood that the pedagogical project of the course and its curricular matrix has a fundamental role in modifying the imaginaries of future Physics teachers, in the process of constitution of knowledge for teaching and in the development of construction of the teaching identity. Furthermore, it was identified that the imaginaries of licentiates about the teaching profession are inserted in the perspective of the reflective teacher, which corroborates the constitution of a professional teaching identity under the neoliberal ideological basis, which culminates in the naturalization of the self-training and instrumentalizing model of reflective practice.
This research aimed to understand some aspects of the imagination of undergraduates in Physics on topics such as scientific knowledge, science teaching and the process of constitution of knowledge for teaching, from university admission to completion of the course, and understand the influence of the pedagogical project and the structuring of the course for the formative profile of future Physics teachers. To assist in the investigative process, the following question was established: How do the imaginaries of future Physics teachers regarding scientific knowledge, science teaching and the process of constitution of knowledge for teaching change throughout the course and outline their professional identity? The context of production of this study took place in the training course for teachers in Physics at a public university. The constitution of the research data occurred through questionnaires answered by the undergraduates annually, from university admission to completion of the course. In addition, semistructured interviews were also carried out at the end of graduation. The theoretical and methodological references that supported the development of the research were the Pecheutian Discourse Analysis and the references in the area of teacher education. From the analysis of the discursive productions, it was understood that the pedagogical project of the course and its curricular matrix has a fundamental role in modifying the imaginaries of future Physics teachers, in the process of constitution of knowledge for teaching and in the development of construction of the teaching identity. Furthermore, it was identified that the imaginaries of licentiates about the teaching profession are inserted in the perspective of the reflective teacher, which corroborates the constitution of a professional teaching identity under the neoliberal ideological basis, which culminates in the naturalization of the self-training and instrumentalizing model of reflective practice.
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Palavras-chave
Formação de professores, Identidade docente, Estudo longitudinal, Ensino de Física, Análise de discurso, Physics teacher training, Teachers identity, Longitudinal study, Physics teaching, Discourse analysis