Saberes docentes e o uso de vídeos no estágio supervisionado em um curso de licenciatura em ciências com habilitação em física
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Data
2020-03-27
Autores
Alencar, José Ricardo da Silva
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Editor
Universidade Estadual Paulista (Unesp)
Resumo
Esta pesquisa se dedicou ao tema envolvendo a mobilização de saberes docentes durante a componente curricular estágio curricular supervisionado em minicursos que utilizaram vídeos como recursos didáticos. O objetivo principal foi analisar os sinais desta mobilização de saberes durante esta componente curricular no processo de planejar, executar e refletir sobre a regência de minicursos que foram propostos pelos estagiários. Utilizou-se a metodologia da Análise de Conteúdo de Lawrence Bardin com quatro licenciandos selecionados pelo critério experiência docente durante o período de formação inicial para a licenciatura. Como resultados das análises empreendidas nesta investigação, o planejamento de ensino precisa de maiores cuidados por parte dos formadores de professores, uma vez que os objetivos e avaliação dos conhecimentos precisam ser melhor construídos; O ECS discutido nesta pesquisa nos indicou situações que exigiram mobilização de saberes docentes e, portanto, configurou-se como espaço de aprendizagens que potencializam a heterogeneidade para se tornar professor; Os participantes apresentaram dificuldades para a proposição e execução das estratégias diferenciadas daquelas metodologias tradicionais de simples exposição oral de conteúdos com resolução mecânica de exercícios; O momento de reflexão sobre a ação docente após a regência das aulas pelos participantes se mostrou um momento fundamental para explicitação e possibilidades de aprendizagens de saberes; Quanto aos vídeos, por causa do pouco uso por parte dos participantes durante os minicursos, só pudemos apontar nesta investigação que estes fizeram a utilização principalmente como ilustração dos conhecimentos científicos advindos de buscas pela plataforma Youtube. A vivência dos participantes no processo estabelecido no estágio permitiu uma aproximação prática com a profissão docente, favorecendo a elaboração da identidade docente dos participantes envolvidos no processo, bem como indicou que o uso dos vídeos precisa de maiores considerações durante a formação inicial.
This research was dedicated to the theme involving the mobilization of teaching knowledge during the curricular component supervised curricular internship in minicourses that used videos as didactic resources. The main objective was to analyze the signs of this mobilization of knowledge during this curricular component in the process of planning, executing and reflecting on the conduct of short courses that were proposed by the interns. Lawrence Bardin's Content Analysis methodology was used with four graduates selected by the teaching experience criterion during the initial training period for the degree. As a result of the analyzes carried out in this investigation, teaching planning needs greater care on the part of teacher educators, since the objectives and knowledge assessment need to be better constructed; The ECS discussed in this research indicated situations that required the mobilization of teaching knowledge and, therefore, was configured as a learning space that potentiated the heterogeneity to become a teacher; The participants presented difficulties in proposing and implementing strategies that differ from those traditional methodologies of simple oral exposure of contents with mechanical resolution of exercises; The moment of reflection on the teaching action after the classes were conducted by the participants proved to be a fundamental moment for explaining and learning possibilities of knowledge; As for the videos, because of the little use on the part of the participants during the mini-courses, we could only point out in this investigation that they used it mainly as an illustration of the scientific knowledge arising from searches on the Youtube platform. The experience of the participants in the process established in the internship allowed a practical approach to the teaching profession, favoring the development of the teaching identity of the participants involved in the process, as well as indicating that the use of videos needs greater considerations during the initial training.
This research was dedicated to the theme involving the mobilization of teaching knowledge during the curricular component supervised curricular internship in minicourses that used videos as didactic resources. The main objective was to analyze the signs of this mobilization of knowledge during this curricular component in the process of planning, executing and reflecting on the conduct of short courses that were proposed by the interns. Lawrence Bardin's Content Analysis methodology was used with four graduates selected by the teaching experience criterion during the initial training period for the degree. As a result of the analyzes carried out in this investigation, teaching planning needs greater care on the part of teacher educators, since the objectives and knowledge assessment need to be better constructed; The ECS discussed in this research indicated situations that required the mobilization of teaching knowledge and, therefore, was configured as a learning space that potentiated the heterogeneity to become a teacher; The participants presented difficulties in proposing and implementing strategies that differ from those traditional methodologies of simple oral exposure of contents with mechanical resolution of exercises; The moment of reflection on the teaching action after the classes were conducted by the participants proved to be a fundamental moment for explaining and learning possibilities of knowledge; As for the videos, because of the little use on the part of the participants during the mini-courses, we could only point out in this investigation that they used it mainly as an illustration of the scientific knowledge arising from searches on the Youtube platform. The experience of the participants in the process established in the internship allowed a practical approach to the teaching profession, favoring the development of the teaching identity of the participants involved in the process, as well as indicating that the use of videos needs greater considerations during the initial training.
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Palavras-chave
Formação de Professores de Física, Saberes Docentes, Vídeos, Estágio Curricular Supervisionado, Physics teacher education, Teachers knowledge, Supervised internship