Saberes docentes articulados na formação inicial dos licenciandos de física do IFPI: contribuições para o exercício da docência

Abstract

The present work aimed at investigating the teachers' knowledge articulated in the initial formation of the undergraduate students of the Physics course of the Federal Institute of Piauí - Campus Teresina Central, punctuating some contributions of the formative process for the exercise of teaching. In order to reach the proposed objective, a qualitative approach was chosen, as it provided the widening of the debate around the natural conjuncture of the research and the enrichment of the description of the obtained data. For that, a theoretical framework was built, supported by the studies of Tardif (2002), Andrade (2005), Lima (2004) and Pimenta (2004), which base the idea that teacher knowledge is developed during the training process and groups aspects historical, social, and cultural factors that qualify and resignify the didactics necessary for teachers who work with such knowledge. The data collection instrument was an open questionnaire and we used content analysis, under the technique of categorization for data processing, according to Bardin (1977). The results reveal that the initial formation leads them to acquire gradual independence of action to act in the classroom, although they consider relevant the specific and pedagogical disciplines of the course, as well as the orientations during the supervised stage, presenting articulations of these pillars in the construction of knowledge which integrate pedagogical practice.