Submitted by Automa??o e Estat?stica (sst@bczm.ufrn.br) on 2016-02-22T22:23:56Z No. of bitstreams: 1 XeniaSilvaGomesBrandao_DISSERT.pdf: 1190370 bytes, checksum: 46b0020f05974e473df8d6a679972d5d (MD5) / Approved for entry into archive by Arlan Eloi Leite Silva (eloihistoriador@yahoo.com.br) on 2016-02-25T21:46:13Z (GMT) No. of bitstreams: 1 XeniaSilvaGomesBrandao_DISSERT.pdf: 1190370 bytes, checksum: 46b0020f05974e473df8d6a679972d5d (MD5) / Made available in DSpace on 2016-02-25T21:46:13Z (GMT). No. of bitstreams: 1 XeniaSilvaGomesBrandao_DISSERT.pdf: 1190370 bytes, checksum: 46b0020f05974e473df8d6a679972d5d (MD5) Previous issue date: 2013-09-30 / Este estudo surge no contexto de forma??o de professores de f?sica e objetiva, a partir do discurso do professor formador, identificar poss?veis modelos pedag?gicos e caracterizar estilos de pensamento presentes no curso de licenciatura em f?sica do Instituto Federal de Educa??o, Ci?ncia e Tecnologia do Rio Grande do Norte (IFRN), utilizando a epistemologia de Ludwik Fleck. Caracterizamos a nossa pesquisa como qualitativa de natureza emp?rica e optamos pela An?lise Textual Discursiva (ATD) (MORAES, 2003). O l?cus de nossa investiga??o foi o curso de licenciatura em f?sica do IFRN, Campus Natal Central, e os sujeitos da pesquisa, um grupo de professores formadores dessa licenciatura. Foram entrevistados dez docentes, sendo seis do n?cleo espec?fico da f?sica e quatro das disciplinas do n?cleo did?tico-pedag?gico. Mediante esse desenho, compusemos uma coleta de dados desenvolvida por: 1) entrevista semiestruturada; 2) an?lise documental. Nas an?lises dos dados, com o suporte das tend?ncias pedag?gicas que verificamos em nosso estudo a partir da percep??o das semelhan?as e diferen?as entre as concep??es apresentadas pelos professores sobre: educa??o e ensino; pr?tica de ensino ideal; fun??o do professor; concep??es de aprendizagem; e fun??o do aluno e do pensamento ideol?gico desses professores formadores sobre o perfil profissional do egresso, observamos subs?dios para identificar indicativos da presen?a de tr?s estilos de pensamento distintos e que se inter-relacionam entre si de forma mais ou menos intensa. A relev?ncia do estudo se apresenta na compreens?o dos estilos de pensamento que participam da din?mica do curso de forma??o de professores em f?sica e, por consequ?ncia disso, na elucida??o de uma problem?tica apontada a priori como motivadora da pesquisa, qual seja: a dificuldade de intera??o comunicativa sobre as pr?ticas educacionais entre os professores formadores. Trazemos a epistemologia de Fleck como uma possibilidade motivadora de di?logo e negocia??o, configurando-se, dessa forma, como um instrumento de mudan?a efetiva, tendo em vista a significa??o da forma??o de professores de f?sica. / This study arises in the context of physics teacher training and aims, from the speech of the teacher trainer, identify possible pedagogical models and characterize thinking styles present in the course of licentiate in physics of IFRN using the epistemology of Ludwik Fleck. We classify our research as qualitative with an empirical nature, and for the analysis we chose the discursive textual analysis - DTA (MORAES, 2003). The locus of our research will be the licentiate in physics at the Federal Institute of Education, Science and Technology of Rio Grande do Norte - IFRN, Natal-Central Campus and the research subjects, a group of teacher trainers of this course. We interviewed ten teachers, being six from the group dedicated to physics and four from the group dedicated to didactics and pedagogy. From this design, we performed data acquisition consisted of: 1) semi-structured interview, 2) document analysis. On the data analysis, with the support of pedagogical trends that were observed in our study based on the perception of the similarities and differences between the ideas presented by teachers about: education and teaching; ideal teaching practice, teacher's role, learning conceptions, and according to the student and on the ideological thinking of these former teachers on the professional profile of graduates, we noted subsidies to identify evidences of the presence of three distinct thinking styles that interrelate with each other in a considerably intense way. The relevance of the study is presented in the understanding of thinking styles that participate in the dynamics of the course of teacher training in physics, and by consequence, elucidation of a problem pointed out a priori as motivating the research: the difficulty of communicative interaction on educational practices among teacher trainers. We bring Fleck's epistemology as a motivating possibility of dialogue and negotiation, setting thus an instrument of real change, towards the significance of teacher training in physics.