Educação do campo: interfaces entre práticas curriculares e formação do professor na área de ciências da natureza

Abstract

The axis of this research is situated in the context of the formation of science teachers in the field education. It departs from the thesis that there are significant implications of teacher education processes for formative practices, according to the specificities of science teaching in the context of field education. Given this, this thesis seeks to understand the relationship between the conception of teacher training with the practices experienced in the area of Science in the degree course in Field Education (LEdoC) of the Federal University of Piauí (UFPI). Specifically seeks: a) raise and discuss the main difficulties faced by teachers and students in the LEdoC course; b) identify the teaching knowledge that, developed by the teachers, is articulated in the formative experience of the student; c) understand the formative practices in the dynamics of the didactics of the natural sciences; d) identify the predominant formative practices in the course and verify the ones that most contribute to the development of the professional identity of the future teacher. This study had its theoretical foundation in authors such as: Arroyo (2013), Astolfi and Develay (1991), Caldart (2011), Carvalho and Gil-Perez (2006), Charlot (2000), Gauthier (2006), Guimarães (2004), Imbernón (2010), Molina (2011), Pimenta (1999), Nóvoa (1995), Sacristán (2000), Tardif (2010), within others. It followed the methodological path of qualitative approach and the method of content analysis from the perspective of Bardin (2011). the research involved students and teachers from the area of Nature Sciences of the LEdoC/UFPI course of the Senator Helvídio Nunes de Barros Campus (CSHNB) in the city of Picos. The main sources of data were: documents, questionnaires with open and closed questions and semi-structured interviews. As a result it points to the teaching effort in the insertion of practices that meet the formative specificities of the future teachers of the field at the same time that significant changes of the pedagogical practice, the didactic practice, the curricular practice and the formative practice occur, leading the teachers LEdoC / Ciências da Nature to the permanent search for acceptance of their practices in a specific context, even in contrast to traditional formations and practices. These propositions attest to the thesis that there are formative implications of teacher education processes to formative practices, given the specificities of science teaching in the context of rural education.