A percepção de licenciandos e licenciados em Física sobre a relevância de eventos técnico-científicos para a sua formação: um estudo de caso no IFPI Campus Parnaíba

Abstract

Teacher training programs in Brazil have undergone significant transformations in the last decade, with the inclusion of extracurricular activities such as courses, lectures, workshops, and scientific events becoming essential and mandatory to complement academic training. These activities are recognized as crucial for academic enhancement, with the potential to contribute to professional development and practice. Participation in technical-scientific events, in particular, has become a key opportunity for students' professional growth. However, there are limited studies addressing the perception of Physics teacher candidates and graduates from the Federal Institute of Education, Science, and Technology of Piauí (IFPI), Campus Parnaíba, regarding the actual impact of such participation on their training and professional practice. In this context, this research aimed to assess the perception of Physics teacher candidates and graduates from IFPI Campus Parnaíba regarding the relevance of participating in these events for their academic and professional development, highlighting the skills acquired and challenges faced. The methodological approach employed two distinct tools for collecting quantitative and qualitative data: an online questionnaire and the application of the focus group technique. This study justifies its importance by seeking to demonstrate, from the perspective of teacher candidates and graduates, the significance of these events for professional training, providing results that can support complementary research with the same perspective and contribute to information that aids in improving course management. The research findings confirm various benefits, emphasizing contributions to the academic, professional, and personal development of participants, reinforcing the relevance of these events in shaping teaching identity and professional practice. Finally, participants' suggestions for improving access and engagement in these events reflect their expectations for the institution to promote more equitable and attractive conditions for academic experiences beyond the classroom.