A formação do professor de física e química: percepções dos alunos em relação às disciplinas pedagógicas

Abstract

Academic training is, in essence, an important aspect of understanding many phenomena that guide education. In this sense, the objective of this work was to investigate the perception of undergraduates in relation to the pedagogical disciplines taught in undergraduate courses in Chemistry and Physics, of the Federal Institute of Education, Sciences and Technology of Piauí - IFPI, Parnaíba campus. The research is characterized as an exploratory study. It was a field research with a mixed approach and with emphasis on the qualitative data. For data collection, was applied a questionnaire with open and closed questions. The questionnaires were applied with 51 students, being 20 students of the Physics course and 31 of Chemistry, in 4 classes of said courses. The classes of modules VI and VIII were chosen, since the students had already passed the half of the courses, having a greater knowledge of the researched subject. The data collected were analyzed according to the technique of content analysis, by BARDIN, (2011). following its steps: 1) Preanalysis, 2) exploration of the material, 3) treatment of the results. For open questions, were generated categories and subcategories from the analysis phases. This research was based on authors who approach on the subject under study, such as: Cardoso (2012), Chaves (2012, 2014), Gatti (2003, 2010, 2016), Imbernón (2010), Perrenoud 1997, 2005), Tardif (2004, 2014), among others. The results show that students perceive the pedagogical disciplines as being important for teacher education, but some report that these disciplines are boring, tiresome, redundant, and often unnecessary because they do not show the reality of education in schools.