O percurso da disciplina projeto integrador no curso de licenciatura em física do IFPI – campus Teresina Central

Abstract

Today in Brazil, higher education in undergraduate courses is going through a moment of reflection regarding its role as a labor force with an adequate relationship between skills and competences and, at the same time, with a bias of adherence to society's demands. Even today there are curricula far from the needs and precarious and fragile teaching. Given the dynamism of the curriculum, this work aims to discuss the teaching and learning process of Physics, showing the perspective of the pedagogical praxis of the teacher and the student on the influence of the Integrating Projects discipline. Therefore, the objective of the research is to analyze the influence of the Integrating Projects discipline in the teacher education of the Licentiate Course in Physics at the Federal Institute of Piauí, Teresina Central Campus. But is it if the Integrator Project curricular component creates an investigative look at the world, providing interdisciplinary and practical content, breaking the traditional boundaries of knowledge, relating disciplines and even promoting the articulation of areas and providing the production of knowledge applicable in real situations? It is this question that supports the work. In the end, when the analysis was completed, it was found that despite the shortcomings presented in relation to joint planning and more effective participation of the other curricular components of the period, there was an interdisciplinarity and integration between the components that made up the period in which the subject was worked, even though it wasn't in its fullness. It is noteworthy that the work in question does not intend to present a definitive solution to the problems related to interdisciplinarity and the integration between the disciplines explained here. In fact, we propose to collaborate with a theoretical-practical discussion around these important issues both for future teachers who are in the process of initial training and for teachers who are working and in a constant process of continuing education and who, in most Sometimes, they didn't have the opportunity to study at schools or universities, at undergraduate or graduate level, that would leverage this type of methodology.