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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.
| Identifer | oai:union.ndltd.org:IBICT/oai:repositorio.ufrn.br:123456789/19845 |
| Date | 30 September 2013 |
| Creators | Brand?o, X?nia Silva Gomes |
| Contributors | 14391819856, http://lattes.cnpq.br/2557880242678680, Silva, Ros?lia de F?tima e, 32264046449, http://lattes.cnpq.br/2560174506689869, Valadares, Juarez Melga?o, 55907644672, http://lattes.cnpq.br/5496035029896028, Martins, Andr? Ferrer Pinto |
| Publisher | Universidade Federal do Rio Grande do Norte, PROGRAMA DE P?S-GRADUA??O EM EDUCA??O, UFRN, Brasil |
| Source Sets | IBICT Brazilian ETDs |
| Language | Portuguese |
| Detected Language | English |
| Type | info:eu-repo/semantics/publishedVersion, info:eu-repo/semantics/masterThesis |
| Source | reponame:Repositório Institucional da UFRN, instname:Universidade Federal do Rio Grande do Norte, instacron:UFRN |
| Rights | info:eu-repo/semantics/openAccess |
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