A implantação e implementação de licenciaturas de ciências da natureza no Instituto Federal de Educação, Ciências e Tecnologia de Rondônia – IFRO

• Ano de defesa: 2018
• Autor(a) principal: Penha, Maranei Rohers
• Tipo de documento: Tese
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Federal de Mato Grosso; Brasil; Instituto de Ciências Exatas e da Terra (ICET); UFMT CUC - Cuiabá; Programa de Pós-Graduação em Educação em Ciências e Matemática - PPGECEM
• Palavras-chave em Português: Ciências da natureza; Docência; Formação profissional; IFRO; Licenciatura; CNPQ::CIENCIAS EXATAS E DA TERRA::MATEMATICA; Natural sciences; Teaching; Professional qualification; Bachelor's degree
• Link de acesso: http://ri.ufmt.br/handle/1/3382

The research has as object the implantation and implementation of the Bachelors of Sciences of the Nature of the Instituto Federal de Educação Ciências e Tecnologia de Rondônia – IFRO. This new locus of initial formation becomes a focus of researches from 2008. Thus, the guiding question this research is: how did the process of implementation of the bachelor's degrees in Biological Sciences, Chemistry and Physics at IFRO and the implementation of these courses with a view to initial teacher training take place? In the search for an understanding of this process, the study is based on the history of the Federal Network of Professional Education, Initial Formation of Teachers in Natural Sciences of IFRO and has as theoretical contribution authors such as Schön (1983), Zeichner (1997), Freire (1996), Ghedin (2002), Kuenzer (2005), Diniz-Pereira (2007), Darsie (2010), Otranto (2010), Paula (2010), Palma (2013), among others. As a methodological option, the research was based on the phenomenological qualitative approach. The procedures and instruments used in the production of data were documentary analysis, to understand the process of implementation of a degree in IFRO supported by official documents and legislation in effect at the time (1909 to 2018). In order to analyze the above-mentioned courses, in order to understand the development of the initial teacher training, research was anchored in documents such as: National Curricular Guidelines, Curricular Program, Course Pedagogical Project – PPC, Course Completion Works – TCC, Research Projects, Extension Activities, Institutional Scholarship Initiation Program and mixed questionnaires answered by 33 Teaching Teachers who taught in the first classes of the Biological Sciences, Physics and Chemistry of IFRO and five, of the same classes, who are teaching in Basic Education, in addition to five managers who answered an open questionnaire. The research concludes that the implementation of the courses of Bachelor's Degree at IFRO is effected in accompanying the national process of expansion of Higher Education, justified by the shortage of teachers who teach Natural Sciences and by the low proficiency indexes indicated in the large-scale evaluations of students of Basic Education. The implantation also occurs meeting local demands demarcated by socioeconomic issues. Among advances and mishaps, it was considered that the Bachelor's Degree of IFRO do not present a great differential of the Bachelor's Degree traditionally offered by Public Higher Education Institutions. Although IFRO has made progress in its implementation, it still presents the need for adjustments in the theoretical and practical adequacy of what is the subject of a Bachelor's Degree.