Discursos de documentos e de docentes formadores em duas licenciaturas em Física

Abstract

This study started from the questioning of why physics teacher training is still today based on a model that is more like bachelor's degree training in physics, instead of focusing on professional teaching. The history of teacher education was used to find an answer to this question, to understand the contribution of the historical view to this debate, since the evaluation of measures taken in the past, which have important implications for the present, can favor the making of better current decisions. Exploring the differences between bachelor's and undergraduate education, we sought to understand the propositions of the Physics undergraduate curricula offered by the Universidade Federal de Santa Catarina (UFSC) and the Universidade Federal do Maranhão (UFMA). In the study, official historical documents and secondary sources dealing with Physics courses were used, as well as interviews with faculty trainers from these institutions. Having as theoretical basis notions of Discourse Analysis from the French side, from Eni Orlandi's productions, were analyzed propositions of the Physics teacher training curricula in the two Universities, to evidence approximations and distinctions between the discourses presented in the curricula of these undergraduate courses. It was observed that the history of teacher education in Brazil presents simplistic advances and frequent setbacks, with pendency sometimes for specific or pedagogical contents, sometimes for pedagogical practice, evidencing the absence of research as a formative activity. The analysis of the documents revealed a strong positivist influence in the first propositions of physics teacher training in both institutions. Both in the speeches of the teachers and in the most recent documents, there is a focus on the teaching practice, evidencing a conception based on practical rationality, that is, on a formation with more time dedicated to the activity of teaching practice and supervised internships. From the historical point of view, this study leads us to believe that in any curricular reform there is a need for studies based on research that portray historical facts, to avoid repeated mistakes and contribute to the quality training of teachers, which promote direct repercussions in teaching and learning in Basic Education Physics.