Potencialidades emancipatórias do estágio supervisionado em Ciências da Natureza: indicativos a partir da análise de um curso de Pedagogia
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Data
2019-04-12
Autores
Freitas, Nidal Afif Obeid
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Editor
Universidade Estadual Paulista (Unesp)
Resumo
Formar o pedagogo para atuar no ensino de Ciências da Natureza nos anos iniciais do Ensino Fundamental tem se apresentado um desafio, dadas as condições presentes na formação deste profissional, dentre elas: ensino descontextualizado das relações entre o individuo e a sociedade, distanciamento da relação entre a teoria-prática e concepção de estágio fundada na ideia “etapista” com prevalência da lógica positiva e de, uma perspectiva não crítica. Com o objetivo de identificar e analisar, no contexto do estágio supervisionado em Ciências da Natureza, possibilidades de formação inicial emancipatória de pedagogos para o ensino de Ciências, esta pesquisa pauta-se no conceito de emancipação, a partir das contribuições da Teoria Crítica de Theodor Adorno, especialmente nas categorias de Esclarecimento; Formação; Experiência Formativa; Práxis; Autorreflexão e Reflexão crítica. No processo da pesquisa a referencia teórica-metodológica de Adorno orientou as análises e interpretação dos dados recolhidos nos documentos curriculares de uma universidade publica do Estado do Pará e da escola campo do estágio (PPP do curso de Pedagogia, Plano de Ensino da Formadora, Relatório dos Licenciandos, Estrutura Curricular da Escola, carga horária para o ensino de Ciências) e nos depoimentos dos participantes da pesquisa (formadora em ensino de Ciências, nove licenciandos de um curso de Pedagogia e sete formadores parceiros da escola campo do estágio). Os resultados sugerem revisão desde a proposta do estágio supervisionado, perpassando a relação com a instituição parceira na formação do pedagogo, à adequação dos conteúdos curriculares do curso de Pedagogia com os conteúdos específicos do Ensino Fundamental anos iniciais. Consideramos que a presença destes fatores na organização e desenvolvimento do estágio pode possibilitar uma formação emancipatória do pedagogo para o ensino de Ciências nos anos iniciais do Fundamental.
Forming the pedagogue to act in the teaching of science from nature in the initial years of Elementary School has presented a challenge, given the conditions present in the formation of this professional, among them: decontextualized teaching of the relations between the individual and society, distance from the relation between theory -practic and stage conception based on the "statist" idea with the prevailing positive logic and, a non-critical perspective. With the objective of identifying and analyzing, in the context of the supervised stage in Natural Sciences, possibilities of initial emancipatory formation of pedagogues for the teaching of Sciences, this research is based on the concept of emancipation, based on the contributions of Critical Theory by Theodor Adorno , especially in the categories of Enlightenment; Formation; Formative Experience; Praxis; Self-reflection and critical reflection. In the process of the research Adorno's theoretical-methodological reference guided the analysis and interpretation of the data collected in the curricular documents of a public university of the state of Pará and of the field school of the stage (PPP of the Pedagogy course, of the School's Curricular Structure, the timetable for the teaching of Science) and in the testimonies of the participants of the research (trainer in Science teaching, nine graduates of a Pedagogy course and seven trainers partners of the school stage field). The results suggest a revision from the proposal of the supervised stage, crossing the relationship with the partner institution in the formation of the pedagogue, to the adequacy of the curricular contents of the Pedagogy course with the specific contents of Elementary School years. We consider that the presence of these factors in the organization and development of the stage can enable an emancipatory formation of the pedagogue for the teaching of Sciences in the initial years of the Fundamental.
Forming the pedagogue to act in the teaching of science from nature in the initial years of Elementary School has presented a challenge, given the conditions present in the formation of this professional, among them: decontextualized teaching of the relations between the individual and society, distance from the relation between theory -practic and stage conception based on the "statist" idea with the prevailing positive logic and, a non-critical perspective. With the objective of identifying and analyzing, in the context of the supervised stage in Natural Sciences, possibilities of initial emancipatory formation of pedagogues for the teaching of Sciences, this research is based on the concept of emancipation, based on the contributions of Critical Theory by Theodor Adorno , especially in the categories of Enlightenment; Formation; Formative Experience; Praxis; Self-reflection and critical reflection. In the process of the research Adorno's theoretical-methodological reference guided the analysis and interpretation of the data collected in the curricular documents of a public university of the state of Pará and of the field school of the stage (PPP of the Pedagogy course, of the School's Curricular Structure, the timetable for the teaching of Science) and in the testimonies of the participants of the research (trainer in Science teaching, nine graduates of a Pedagogy course and seven trainers partners of the school stage field). The results suggest a revision from the proposal of the supervised stage, crossing the relationship with the partner institution in the formation of the pedagogue, to the adequacy of the curricular contents of the Pedagogy course with the specific contents of Elementary School years. We consider that the presence of these factors in the organization and development of the stage can enable an emancipatory formation of the pedagogue for the teaching of Sciences in the initial years of the Fundamental.
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Palavras-chave
Estágio, Emancipação, Ensino de Ciências, Pedagogia, Anos iniciais do ensino fundamental, Stage, Emancipation, Science teaching, Pedagogy, Early years of elementary education