Banca de QUALIFICAÇÃO: NATÁLIA NOELMA ANTUNES DE LIRA

Uma banca de QUALIFICAÇÃO de DOUTORADO foi cadastrada pelo programa.
STUDENT : NATÁLIA NOELMA ANTUNES DE LIRA
DATE: 08/04/2024
TIME: 09:00
LOCAL: https://meet.google.com/cge-eyim-vvg
TITLE:

EDUCATE AND ACT: correlations to (re)think teacher education in Physics

KEY WORDS:

Teacher Education; Physics; Theatricality; Communication; Teaching Knowledge.

PAGES: 110
BIG AREA: Ciências Humanas
AREA: Educação
SUMMARY:

Teaching constitutes a complex and multifaceted activity. The subject of research in various areas of knowledge, investigations into teacher education seek, among other things, to analyze the essential knowledge for the practice of this professional, such as curricular knowledge, pedagogical knowledge, or experiential knowledge. However, in the context of teacher education in Physics, the object of study of this thesis, aspects such as communication (verbal and non-verbal) and socio-affectivity among the participants in educational practice rarely gain prominence, often appearing as costumes or scenarios that might go unnoticed by undergraduates and teacher educators themselves. In this sense, we reflect on educating and acting, (re)connecting Physics with the Humanities and seeking to (re)think teacher education in Physics. Thus, the aim is to highlight notions of theatricality which are intimately present in teaching work, although scarce or absent in the professional development process. Hence, a theoretical construct was developed, mainly based on the Freirian notion of dialogical education. Furthermore, in order to support current discussions on teacher education in Physics, in the context of the Federal University of Rio Grande do Norte (UFRN), an investigation was carried out on the Social Representations (SR) of undergraduates regarding teaching knowledges and possible relationships with socio-affective and communicative aspects. In general, it is noted that the investigated group presents apparently contradictory SR regarding their formative needs and what is considered good teaching practices. Regarding formative needs, the SR indicate an overvaluation of curricular content in Mathematics (in greater number) and Physics, as expected. In contrast, the SR regarding good teaching practice are strongly linked to the concept of didactics and the profile of a teacher who is understanding, empathetic, and patient. This result indicates the need to (re)think about the curricular, social, political, and local influences that may interfere with SR, as well as in the training and performance of future teachers. It is expected that, as future perspectives, the investigation of SR will continue, through interviews with the same group, along with the administration of questionnaires to university professors in the same degree program and local actors. In summary, the goal is to develop a theoretical deepening to (re)think teacher education in Physics based on the results obtained.

COMMITTEE MEMBERS:
Presidente - 2195626 - MILTON THIAGO SCHIVANI ALVES
Externa ao Programa - 4197701 - ERIKA DOS REIS GUSMAO ANDRADE - UFRNExterno ao Programa - 1149574 - JEFFERSON FERNANDES ALVES - UFRNExterno à Instituição - MAXWELL ROGER DA PURIFICAÇÃO SIQUEIRA