Relações macro e micro na formação de professores e estágio no curso de química da Universidadede Federal de Alagoas
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Data
2017-01-27
Autores
Santos, Eduardo Lima dos [UNESP]
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Editor
Universidade Estadual Paulista (Unesp)
Resumo
A presente pesquisa percorre o objetivo de analisar a concepção de estágio supervisionado presente no curso de Química da Universidade Federal de Alagoas – UFAL, a partir das relações entre pressupostos, fundamentos e diretrizes para formação inicial de professores (macro) e o projeto político pedagógico do curso (micro), a fim de identificar como esse projeto se pronuncia acerca da prática do professor orientador de estágio supervisionado e do estágio na relação teoria e prática. Esse curso foi reformulado a partir de 2006 tendo como base as Diretrizes Curriculares Nacionais para formação de professores e as Diretrizes curriculares para os cursos de licenciatura e bacharelado em Química, ambas instituídas pelas Resoluções CNE/CP 01/2002 e CES/CES 08/2002, respectivamente. Essa reforma política educacional atingiu, principalmente, as disciplinas que envolvem as práticas pedagógicas e o estágio supervisionado. É uma pesquisa qualitativa do tipo estudo de caso e utilizamos como instrumentos de coleta de dados a análise documental, questionário com questões mistas e entrevista semiestruturada. Empreendemos tal análise e interpretação dos dados a partir da abordagem do ciclo de políticas de Stephen Ball e Bowe (1994; 1998; 2004) pelo qual podemos compreender que as políticas de formação de professores são processos de negociação complexos e que envolvem produção de dispositivos legais nacionais, produção de documentos legais locais e ação dos professores na prática, três arenas associadas e não lineares. A ação dos professores foi nosso foco maior para compreendermos como os atores (professores, coordenação e alunos) realmente lidam com as políticas escritas, como eles trabalham criativamente para interpretar os textos da política e traduzi-los em práticas, em condições materiais e reais. Elegemos como contexto macro a formação do professor de Química e a formação de professores em geral no cenário nacional; como contexto micro elegemos o curso de licenciatura em Química, descrevendo sua constituição histórica, mas buscando uma ênfase maior na última reformulação. Por intermédio das análises evidenciouse que a prática dos professores e, principalmente, dos professores de estágio supervisionado não superou a dicotonomia entre teoria e prática ou entre ação/reflexão/ação.
This work arises from the questioning about what effects the Resolutions CNE/CP 01/2002 and CES/CES 08/2002 training of the chemistry teacher after curricular restructuring? What are the effects of the legislation proposed by the policy in the training (or practice) of Chemistry teachers? The present study proposes to analyze the conception of the Chemistry course at the Federal University of Alagoas, based on the relations between assumptions, fundamentals and guidelines for initial teacher training (macro) and the political pedagogical project of the course (micro), in order to identify how this project is concerned about the teacher practice during the internship supervised and the stage of theory and practice, i.e, what distances, approximations and tensions between what is proposed and the effectuated by the course. Being integrated in the Education Graduate Program of the Faculty of Philosophy and Sciences, Paulista State University, Marilia campus and in the research line in Education Policy, Systems and Organization Management, Work and Social Moviments. The course studied was reformulated from 2006 grounded on the National Curricular Guidelines for Teacher Training and the Curricular Guidelines for undergraduate and bachelor's degrees in Chemistry, both established by Resolutions CNE/CP 01/2002 and CES/CES 08/2002, respectively. This educational policy reform has reached the subjects which involve pedagogical and the supervised practice. It is a qualitative research case study type and used as data collection instruments to document analysis, questionnaire with mixed questions and semi-structured interview. It was undertaken such analysis and data interpretation from the policy cycle approach of Stephen Ball and Bowe (1994, 1998, 2004) by which it can understood that teacher education policies are complex negotiation processes and they involve production of national legal devices, local legal documents and action of teachers in practice, three associated and non-linear arenas. The teachers’ action has been our major focus to understand how actors (teachers, co-ordination and students) actually deal with written policies, how they work creatively to interpret the policy texts and translate them into practices, in material and real conditions. It was chosen as macro context of the chemistry teacher education and training of teachers in general in the national scenario; as a micro context it was chosen the Chemistry licentiate to describe its historical constitution, but we have given a greater emphasis in the last reformulation. Through the analysis, it was considered that the teachers practice and, mainly, supervised practice did not overcome the dichotomy between theory and practice or between action / reflection / action.
This work arises from the questioning about what effects the Resolutions CNE/CP 01/2002 and CES/CES 08/2002 training of the chemistry teacher after curricular restructuring? What are the effects of the legislation proposed by the policy in the training (or practice) of Chemistry teachers? The present study proposes to analyze the conception of the Chemistry course at the Federal University of Alagoas, based on the relations between assumptions, fundamentals and guidelines for initial teacher training (macro) and the political pedagogical project of the course (micro), in order to identify how this project is concerned about the teacher practice during the internship supervised and the stage of theory and practice, i.e, what distances, approximations and tensions between what is proposed and the effectuated by the course. Being integrated in the Education Graduate Program of the Faculty of Philosophy and Sciences, Paulista State University, Marilia campus and in the research line in Education Policy, Systems and Organization Management, Work and Social Moviments. The course studied was reformulated from 2006 grounded on the National Curricular Guidelines for Teacher Training and the Curricular Guidelines for undergraduate and bachelor's degrees in Chemistry, both established by Resolutions CNE/CP 01/2002 and CES/CES 08/2002, respectively. This educational policy reform has reached the subjects which involve pedagogical and the supervised practice. It is a qualitative research case study type and used as data collection instruments to document analysis, questionnaire with mixed questions and semi-structured interview. It was undertaken such analysis and data interpretation from the policy cycle approach of Stephen Ball and Bowe (1994, 1998, 2004) by which it can understood that teacher education policies are complex negotiation processes and they involve production of national legal devices, local legal documents and action of teachers in practice, three associated and non-linear arenas. The teachers’ action has been our major focus to understand how actors (teachers, co-ordination and students) actually deal with written policies, how they work creatively to interpret the policy texts and translate them into practices, in material and real conditions. It was chosen as macro context of the chemistry teacher education and training of teachers in general in the national scenario; as a micro context it was chosen the Chemistry licentiate to describe its historical constitution, but we have given a greater emphasis in the last reformulation. Through the analysis, it was considered that the teachers practice and, mainly, supervised practice did not overcome the dichotomy between theory and practice or between action / reflection / action.
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Palavras-chave
Educação, Políticas educacionais, Formação inicial de professor, Licenciatura em química, Abordagem do ciclo de políticas, Education, Educational policies, Initial teacher training, Chemistry graduation, Approach to the policy cycle