A formação inicial de professores de ciências da natureza para o ensino fundamental I: os saberes docentes no curso de pedagogia da UFAL

Abstract

The present research, entitled “The initial training of teachers of Natural Sciences for Elementary Education I: teaching knowledge in the Pedagogy course at UFAL”, addresses the issue of teacher training for science teaching. The main objective of this research is to analyze the presence of knowledge for teaching in science teaching in the Pedagogy course at UFAL in the period from 2017 to 2019 from the knowledge in Shulman (1986; 1987), Tardif (2011) and Carvalho and Gil -Perez (2011). The concern focused on the following question: What knowledge is outlined in the initial training to teach Natural Sciences in the early years of Elementary Education at UFAL? To this end, it investigates documents that guide the initial training of teachers, legal documents that guide the classroom courses of Licentiate Degree in Pedagogy in the institution and also the statements of the teacher and future teachers of the initial years. The research was developed in the classroom course of Licentiate Degree in Pedagogy at UFAL, taking as reference the documents of the institution, where the three classroom courses of Pedagogy were analyzed, complemented by the data collection through an interview and questionnaire in one of the investigated realities. The qualitative approach was used to guide the investigation and we identified the case study as a specific modality. For data analysis and systematization, the guidelines from discursive textual analysis were taken as a reference. The results and conclusions of the research allow us to infer that the documents of the investigated courses are in line with Resolution CNE/CP nº 01/2006 and Resolution CNE/CP nº 02/2015 and presents teaching as the basis for the education of the pedagogue. It is observed in the pedagogical projects of the course a wide number of subjects and differences in the theoretical and practical workload in the science subjects offered. The research also pointed out that the teacher interviewed is concerned with the need for more workload for disciplinary knowledge, in addition to the need for collaborative work among teacher educators. The future teachers participating in the research pointed out the need for a greater workload in the science disciplines, in addition to pointing out that the science disciplines contributed to future practices in the early years. It is understood that the knowledge in the training of future teachers must be articulated, so that it considers the relationship between specific knowledge disciplines (disciplinary knowledge) and other disciplines necessary for teacher training (knowledge of professional training), in order to train autonomous individuals, citizens and critics. It is concluded that the initial training to teach Science in the early years of Elementary Education addresses teaching knowledge necessary for professional training, however, it is through an interdisciplinary training, with collaborative practices between university and education teachers, in a process of permanent training, the path to professional teacher development. It is argued that the teaching knowledge to teach Science in the early years should be based on an interdisciplinary initial training, in the relationship between theory and practice and permanent training.