Avaliação do ensino e aprendizado dos saberes da docência no Curso de Licenciatura em Física do IFCE Campus Sobral

• Ano de defesa: 2019
• Autor(a) principal: Rodrigues, Maria Gleice
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Palavras-chave em Português: Avaliação do ensino e do aprendizado; Saberes da docência; Formação de Professores; Licenciatura em Física
• Link de acesso: http://www.repositorio.ufc.br/handle/riufc/40497

The research makes a study of the teaching and learning in the training of professors in the Degree in Physics of the IFCE campus Sobral, dealing with the teaching knowledge built in the pedagogical and specific disciplines of the course. Therefore, it was outlined as a general objective, to evaluate the role of the Licentiate in Physics of the IFCE campus Sobral, in front of the construction of teaching knowledge in the training of teachers to perform in Basic Education. The qualitative research of descriptive analysis, presents as a technique of data collection with the professors of the Licentiate degree in Physics of the IFCE campus Sobral, the structured interview script, aiming to perceive the formation of the licenciando, in front of the construction of knowledge inherent to teaching. In this same perspective, the use of the questionnaire was adopted to the students attending the 7th and 8th semesters of the Physics course. The analysis of the data was based on content analysis based on Laurence Bardin (1977), supported by Edmund Husserl's (1989) phenomenological reduction method, which seeks to identify the main idea in each response, until reaching exhaustion, generating the respective concepts. It is important to consider that the analysis of the results is based on the theory of Michael Scriven, as ideologist of this study that deals with the evaluation and its logic delineated in the work of Vianna (2000). This theory favors a sustained analysis in the formative and summative roles of evaluation, aiming to "determine the value or merit of what is being evaluated." (VIANNA, 2000, p.85). The conceptual categories generated in the phenomenological reduction presented in the final stage of the descriptive analysis, clearly reveal the results of the research. These are in line with the specific objectives, which served as the basis for the elaboration of the questions that ask the concept of knowledge (es) of teaching; the participants' point of view on how they evaluate the teaching-learning process in the course; difficulties in the teaching-learning process, as well as its causes, ending with the proposal of suggestions for overcoming the difficulties pointed out by the student and teacher.