Deadlocks in initial training for teachers of science in early series / Impasses na formação inicial de professores de ciencias nas series iniciais

AUTOR(ES)

Heloisa Trenche Belusci

DATA DE PUBLICAÇÃO

2008

RESUMO

The present research has closely followed a class and its professor along the development of the discipline Grounds for Teaching Sciences, a regular discipline of the Pedagogy course of a public university. The purpose was to elucidate the relationship that students establish, since the teacher training course, with the natural sciences and with teaching science. All 15 term classes were recorded and analysed, data having been collected by means of 16 interviews with students and one with the professor, video or audio recording of classes, field notes by the researcher and the professor, and a discipline evaluation written by the students. Data qualitative analysis allowed for first reconstructing the story of the didactic experience, highlighting significant events, and then interpreting such experience by drawing on Sartre s view on group processes and by resorting to analogies between the discourses of the unconscious proposed by Lacan and the discourses of the teacher. Results show impasses in the context of teacher training, wherein teaching seems to have stressed the relationship of students with the natural sciences, marked by rejection, insecurity, and by the belief that they are unable to meet professor s expectations regarding knowledge. The impasse lies both in that the professor discourse seemed unable to capture students to learn teaching contents, and to the ways the group of students dealt with such contents. The group s praxis didn t seem to favour individual involvement in learning: they acted burocratically so as to expose themselves the least possible, avoiding situations in which their weaknesses would show up, or in which it would become clear that they did not know science contents. This study thus discusses the subjective aspects that pervade teaching and learning processes. It points to the need to consider subjects? (professor and students) relationship to knowledge, and to capture Pedagogy students so that they actively engaje themselves in learning and teaching natural sciences contents.

ASSUNTO(S)

case of teaching-learning ensino de ciencias groups training of teachers processo de ensino e aprendizagem teaching of sciences grupos formação de professores

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