Resumo:
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.