Formação inicial de professores de Ciências (Química e Física) para a Educação de Jovens e Adultos e o silenciamento dos cursos formadores

• Ano de defesa: 2016
• Autor(a) principal: Montenegro, Dhiego Souto
• Orientador(a): Ataíde, Ana Raquel Pereira de
• Banca de defesa: Vale, Elizabete Carlos do , Medeiros, Laércia Maria Bertulino de , Silva, Afrânio Gabriel 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: Brasil
• Palavras-chave em Português: Formação docente; Educação de Jovens e Adultos - EJA; Ensino de Ciências
• Palavras-chave em Inglês: Adult and youth education; Teaching science
• Área do conhecimento CNPq: EDUCACAO::ENSINO-APRENDIZAGEM
• Link de acesso: http://tede.bc.uepb.edu.br/tede/jspui/handle/tede/2687

The objective of this research was to verify how the reality of the EJA is expressed within the initial training courses in chemistry and Bachelor's degree in physics at the State University of Paraíba. Various research has shown the silencing of the IES with respect to that reality, and the relevance to this study. To check this objective it was necessary, in the first moment, observe the official documents (opinions and resolutions) and technical (Pedagogic Political Projects) governing the course of degree in chemistry and physics, in order to try to observe what the Chemical e Physical Educator profile expected to "form" of such a course. In the background, once understood the intentions of the documents that guide the course, so us of semi-structured interview as the main instrument of data collection and content analysis of interviews, in order to verify on the spot what the trainers have to say about training geared to this reality of adult and youth education. The documents reviewed and the lines of the teachers were analyzed through the technique of content Analysis (BARDIN, 1977). Before that, it was verified the lack of orientation toward the EJA in official documents (Opinios and Guidelines) which, in turn, the technical documents (PPP) making this dialogue still far. About the lines of teachers was noticeable that for most respondents there is a specific initial training to the EJA mode in these courses and such factor has offered obstacle to teachers about tackling the everyday challenges of their teaching practice.