Formação docente e percepção da ciência: interesses, atitudes e conhecimentos de licenciandos em Física

• Ano de defesa: 2023
• Autor(a) principal: Benassi , Cassiane Beatrís Pasuck
• Orientador(a): Strieder, Dulce Maria
• Banca de defesa: Rosa, Cleci Werner da, Figueiredo, Simone Pallone, Cunha, Marcia Borin da, Zara, Reginaldo Aparecido
• Tipo de documento: Tese
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Estadual do Oeste do Paraná; Cascavel
• Programa de Pós-Graduação: Programa de Pós-Graduação em Educação em Ciências e Educação Matemática
• Departamento: Centro de Ciências Exatas e Tecnológicas
• País: Brasil
• Palavras-chave em Português: Formação de Professores; Ensino de Física; Percepção Pública da Ciência; Cultura Científica; Comunicação da Ciência
• Palavras-chave em Inglês: Teacher Education; Physics Teaching; Public Perception of Science; Scientific Culture; Science Communication
• Área do conhecimento CNPq: EDUCAÇÃO EM CIÊNCIAS E EDUCAÇÃO MATEMÁTICA
• Link de acesso: https://tede.unioeste.br/handle/tede/6910

Teacher formation permeates the different spheres of society and has been the subject of discussion and criticism for decades by different researchers, to overcome the challenges and difficulties present in the school environment. In this way, this thesis includes an analysis of the perception of science and technology, through the theme of non-ionizing radiation, involving university students enrolled in four Physics/Exact Sciences degree courses, covering the West, Southwest, and Northwest regions of Paraná. The sample comprised students entering and graduating from these courses in the 2020 academic year. The criterion adopted for choosing the sample was integration with public spaces for the formation of physics teachers for basic education in the region. The choice of the specificity of the topic "Non-ionizing radiation" is based on its intense presence in people's daily lives, in the school and university physics curriculum and in scientific research. The instrument used to compile the data was an online questionnaire for the 54 students in the sample, followed by an online interview with 17 students, a representative sample from each university, through discussion groups. This study aimed to verify interest, knowledge and attitudes about radiation, more specifically non-ionizing radiation, and the effects on teacher formation of the communication of knowledge and the various sources of access to information. The methodology used to construct and analyze the data is Discursive Textual Analysis (DTA), which takes a qualitative approach to textual and discursive information. In addition to the field research, documentary research was used, covering the guiding documents of the Basic and Higher Education Curriculum, with a focus on the formation of physics teachers, as well as bibliographical research on topics that underpin the study, such as the different biases of scientific culture, Public Perception of Science Surveys, and the formation of physics teachers. The aim of this study was to contribute to reflections on indications for the organization of schools and teacher formation courses, in the sense that they contribute to the formation of a scientific culture. As a result, the students declared that they were interested in and informed about issues related to S&T, but in relation to the subject of non-ionizing radiation, they considered their knowledge to be scarce, they were unfamiliar with the subject, and few remembered anything they had seen during basic education, but they considered it to be crucial to understand and comprehend, for interaction with issues in their daily lives and for when they become teachers. Based on the data, seven final categories were formed, named as follows: diverse experiences in teacher training; the new in science, technology and teaching; the non-place of science in social networks; isolation and the valorization of the subject's action in the community of science; the insecurity and fragility of the teacher in training's knowledge; the establishment of collaborative practices and the change in the teaching and learning process. These categories led to new understandings about the mobilization of knowledge in constructing the identity of teachers in training. These categories led to new understandings about the mobilization of knowledge in the construction of the identity of teachers in training, which is directly related to the professional, disciplinary, curricular and experiential knowledge developed throughout their educational experience