Formação de professores de física em Angola: considerando a pesquisa em Ensino de Física
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Data
2021-10-29
Autores
Oliveira, Josias da Assunção de Deus
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Editor
Universidade Estadual Paulista (Unesp)
Resumo
Este estudo objetivou analisar se resultados de pesquisa em ensino de Física são considerados nas disciplinas didático-pedagógicas e projetos pedagógicos de licenciaturas em ensino de Física em Angola, fortalecendo o tripé ensino, pesquisa e extensão. Para tanto, procuramos responder às seguintes questões de pesquisa: Existem indícios de que resultados de pesquisa são considerados nas ementas de disciplinas e nos projetos pedagógicos de cursos de formação inicial de professores para ensino de Física em Angola? Como são formados os professores de Física em Angola? O corpus da pesquisa foi constituído a partir dos projetos pedagógicos de cursos de licenciatura em ensino de Física e ementas de quatro disciplinas de caráter didático-pedagógico de três Instituições de Ensino Superior de Angola. Este estudo utilizou metodologia qualitativa e analisou documentos a partir de princípios teóricos e metodológicos da Análise de Discurso Pecheutiana. Nesse contexto, os resultados mostram que os projetos pedagógicos dos cursos analisados orientam-se para a incorporação de resultados de pesquisas e há indícios de que esses resultados são considerados nas ementas selecionadas para análise. Entretanto, há falta de produção e publicação de pesquisas nacionais em ensino de Física e de critérios para seleção das pesquisas internacionais, disciplinas com poucas horas direcionadas para desenvolver o pensamento crítico do professor, falta de professores com grau de doutor para lecionarem no curso, uso restrito de monografias, dissertações, teses e artigos científicos. Os professores de Física são formados a nível médio em instituições denominadas atualmente de Magistério no curso de Matemática/Física e a nível superior nos Institutos Superiores de Ciências da Educação ou nas Escolas Superiores Pedagógicas no curso de Ciências da Educação: opção Licenciatura em ensino de Física.
This study aimed to analyze whether the research results in physics teaching are considered in the pedagogical-didactic disciplines and pedagogical projects of undergraduate degrees in physics teaching in Angola, strengthening the tripod of teaching, research, and extension. Therefore, we tried to answer the following research questions: is there any evidence that the research results are acknowledged in the disciplines syllabuses and the Pedagogical Project of the Initial Teacher Training Course for Physics Teaching in Angola? How are Physics teachers trained in Angola? The corpus of the research was based on the pedagogical projects of undergraduate courses in Physics teaching and the curricula of four pedagogical didactic disciplines from three Higher Education Institutions in Angola. This study employed qualitative methodology and analyzed documents from the theoretical and methodological principles of Pecheutian Discourse Analysis. In this context, the results show that the pedagogical projects of the courses analyzed are directed towards the incorporation of research results, and there are indications that these results are considered in the course curricula selected for analysis. However, there is a lack of production and publication of national research in Physics teaching and a lack of criteria for the selection of international research, disciplines with limited hours devoted to developing the teacher's critical thinking, lack of teachers with PhD degrees to teach in the program, restricted use of monographs, dissertations, theses, and scientific articles. Physics teachers are trained to a high school level in the Mathematics/Physics program and to a higher level in High Education Sciences Institutes or Pedagogy Colleges for the Education Sciences course: Undergraduate option in Physics teaching.
This study aimed to analyze whether the research results in physics teaching are considered in the pedagogical-didactic disciplines and pedagogical projects of undergraduate degrees in physics teaching in Angola, strengthening the tripod of teaching, research, and extension. Therefore, we tried to answer the following research questions: is there any evidence that the research results are acknowledged in the disciplines syllabuses and the Pedagogical Project of the Initial Teacher Training Course for Physics Teaching in Angola? How are Physics teachers trained in Angola? The corpus of the research was based on the pedagogical projects of undergraduate courses in Physics teaching and the curricula of four pedagogical didactic disciplines from three Higher Education Institutions in Angola. This study employed qualitative methodology and analyzed documents from the theoretical and methodological principles of Pecheutian Discourse Analysis. In this context, the results show that the pedagogical projects of the courses analyzed are directed towards the incorporation of research results, and there are indications that these results are considered in the course curricula selected for analysis. However, there is a lack of production and publication of national research in Physics teaching and a lack of criteria for the selection of international research, disciplines with limited hours devoted to developing the teacher's critical thinking, lack of teachers with PhD degrees to teach in the program, restricted use of monographs, dissertations, theses, and scientific articles. Physics teachers are trained to a high school level in the Mathematics/Physics program and to a higher level in High Education Sciences Institutes or Pedagogy Colleges for the Education Sciences course: Undergraduate option in Physics teaching.
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Palavras-chave
Formação de professores, Ensino de física, Educação de Angola, Physics teacher training, Education in Angola, Research in Physics Teaching