Aprendendo a ser professor de física através do desenvolvimento de práticas pedagógicas organizadas a partir de temas

Abstract

The present investigation has the general objective identify and analyze dimensions of teaching professionality in future professors of a Licentiate Physics course in the process in which they develop and apply pedagogical practices involving contextual themes. For this, a qualitative research was carried out with undergraduate students of the Physics degree course, from a Federal University located in the south of the state of Minas Gerais, in the municipality of Itajubá. These graduates develop, in the disciplines of Instrumentation for the Teaching of Physics I and II, a project that involves the approach of themes, which is applied in a real situation with high school students. The data collection was carried out through open questionnaires, semi-structured interviews and during the observation of the classes of discipline II and the application of the project in schools. For analysis, Content Analysis procedures were used from the perspective of Bardin (2016), who sought to identify, from the understandings of the undergraduates, dimensions of the teaching professionality that emerged from the contact with the ideas of practice carried out with the approach of themes. For the analysis process, seven categories were elaborated, classified as Citizenship training of students, Democratization of Physics teaching, Redefinition of Physics teaching, Interrelation between context and content, Learning of Physics content, Students' perceptions of a new perspective of teaching Physics and Approaching themes and teaching practice. In this sense, the analyzes showed that when some undergraduates associate the practice with the approach of themes to a citizen formation and a more democratic teaching of Physics, it is noticed the emergence of a dimension of the teaching professionality called Moral Obligation. When, however, undergraduates associate the approach to themes with the possibility of giving new meanings to the teaching of Physics, another dimension of teaching professionality known as Commitment to the Community can be seen. Regarding the understandings of the undergraduates regarding the construction of pedagogical practices that involve context and content, as presented in the approach to themes, it was possible to identify the emergence of a dimension called Participated Self-training and, in relation to their understandings about the learning process of the students, there was the appearance of a last dimension classified as Professional competence. In general, it was possible to observe the emergence of some dimensions of professional teaching that contribute to the professional training process of these future physics teachers. However, although the disciplines and the project have contributed to the emergence of these dimensions, it is difficult to measure how much of these dimensions were actually appropriated by the undergraduates, despite all the undergraduates claiming that they would develop a practice of this nature in their teaching practice as future teachers. of Physics.