Saberes docentes e formação de professores(as) no curso de licenciatura em Educação do Campo da Universidade Federal de Goiás – Câmpus Goiás

• Ano de defesa: 2022
• Autor(a) principal: Cruz, Bruna Cardoso
• Orientador(a): Rosa, Dalva Eterna Gonçalves
• Banca de defesa: Oliveira Neto, José Firmino de, Khidir, Kaled Sulaiman, Shuvartz, Marilda, Magalhães, Solange Martins Oliveira, Rosa, Dalva Eterna Gonçalves
• Tipo de documento: Tese
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Federal de Goiás
• Programa de Pós-Graduação: Programa de Pós-graduação em Educação em Ciências e Matemática (PRPG)
• Departamento: Pró-Reitoria de Pós-graduação (PRPG)
• País: Brasil
• Palavras-chave em Português: Saberes docentes; Licenciatura em Educação do Campo; Formação de professores(as); Ciências da Natureza; Práxis educativa
• Palavras-chave em Inglês: Teaching knowledge; Undergraduate degree in Rural Education; Teacher training; Natural Sciences; Educational praxis
• Área do conhecimento CNPq: CIENCIAS HUMANAS::EDUCACAO
• Link de acesso: http://repositorio.bc.ufg.br/tede/handle/tede/12299

The objective of the present work is to understand what is the necessary knowledge for the professional exercise of a future teacher of natural sciences who will work with subjects from and in the countryside, in basic education. For this, a qualitative research was carried out, in the form of a case study, based on the historical-dialectical materialism method, having as the locus of study and investigation the undergraduate course in Field Education at the Federal University of Goiás - Campus Goiás. The methodological procedures involved bibliographic survey, document analysis, questionnaire application and textual discourse analysis. The licentiate degree in Rural Education is a new graduation proposal in public universities, in which the main interlocutors are the rural subjects. In this sense, it is necessary to reflect on teacher knowledge and on the teaching of natural sciences, since the course proposes to train teachers to work in basic education, teaching chemistry, physics and biology. Throughout this work, we sought information about historicity, totality, apprehension and transformation of the life context of the participating subjects, as well as to discuss: the historical context of teacher education in our country, the importance of social movements for rural education, the emergence of undergraduate courses in rural education, and the appropriation of teaching knowledge for the teaching of natural sciences in the context of praxis. Thus, this research thesis is composed of an introduction, three chapters that contemplate several aspects of the proposed theme, and final considerations, that aim to answer the following question: What are the necessary knowledge for future teachers of natural sciences who will work with subjects from and in the field? Throughout the text, we recognize that it is essential that the praxis be materialized in the undergraduate courses on Rural Education, in order to enable the teachers in formation the appropriation of knowledge inherent to the teaching profession, since the professionals who work with rural and rural subjects need, besides school knowledge, the peasant knowledge. In this way, the popular knowledge and the sociocultural context of the students need to be valued and taken into consideration by the teacher when working with the scientific contents of the school subjects. We conclude that the work of teacher education based on the sociocultural context of the students and on the educational praxis will subsidize a transforming education in Rural Education, which will drive the appropriation of knowledge inherent to the professional exercise of the natural sciences teacher, who will work with the subjects from and in the countryside, in basic education.