Atividades experimentais na formação continuada de professores de Física da Educação Básica

• Ano de defesa: 2017
• Autor(a) principal: Beltrão, Alexandre Vieira
• Orientador(a): Ataide, Ana Raquel Pereira de
• Banca de defesa: Castro, Paula Almeida de , Silveira, Alessandro Frederico da , Silva, João Batista Da
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Estadual da Paraíba
• Programa de Pós-Graduação: Programa de Pós-Graduação em Ensino de Ciências e Educação Matemática - PPGECEM
• Departamento: Pró-Reitoria de Pós-Graduação e Pesquisa - PRPGP
• País: BR
• Palavras-chave em Português: Professores de Física; Formação inicial; Atividades experimentais; Formação continuada
• Palavras-chave em Inglês: Physics teachers; Experimental activities; Initial training of
• Área do conhecimento CNPq: EDUCACAO
• Link de acesso: https://repositorio.uepb.edu.br/handle/123456789/73843

This dissertation problematizes a lag found in the reality of the Teaching of Natural Sciences, through bibliographical research, in the weak Scientific Enculturation of our students, in the basic education schools in Brazil. We point out and argue as the first factor responsible for this picture, the initial formation of Physics teachers in undergraduate courses in our Universities and Federal Institutes, which prepare, in particular, those future teachers to deal with teaching in its conceptual contents, ignoring procedural and attitudinal. In this way, elementary and secondary education in schools develops a science education far below the ideal of adequate training for the culture of future citizens. The results indicate a possible solution to the improvement of approaches in experimental activities in basic education, based on a review of Conceptual Field Theory (Gérard Vergnaud), Significant Learning Theory (David Ausubel) and the principles of Metacognition (John Flavell). Therefore, this research analyzed the Pedagogical Projects of the Courses (PPC) of Physics Degree of the State University of Campina Grande and the Federal University of Paraíba, in Cajazeiras, regarding the disciplines related to these activities – laboratory and experimentation – and proposed a model of analysis of training of science teachers PPC from four relevant categories in any program that involves trainers of Science teachers, based on the work of Rodrigues and Abib (2010). The conclusion found a parity between the proposal presented by this research and the PPC of the investigated universities, but with scope for future research of observation and interviews to deepen the analysis. As a final product of this work, a proposal for an Initial and Continued Training (FIC) course was prepared and applied at IFRN in the city of Caicó-RN, focusing on the continuing training of science teachers for experimental activities in that city, based on the results of the research.