Formação Inicial de Professores de Física: O Museu de Ciências como espaço formativo

• Ano de defesa: 2019
• Autor(a) principal: Figueira, Cecilia Vicente de Sousa
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Federal de Uberlândia; Brasil; Programa de Pós-graduação em Educação
• Palavras-chave em Português: Saberes e práticas pedagógica; Educação; Formação inicial de professores; Museu de Ciências; Science Museum; Initial teacher training; knowledge and pedagogical practices; CNPQ::CIENCIAS HUMANAS; CNPQ::CIENCIAS HUMANAS::EDUCACAO
• Link de acesso: https://repositorio.ufu.br/handle/123456789/26919; http://dx.doi.org/10.14393/ufu.di.2019.2340

This master's research is part of the Line of knowledge and Educational Practices of Federal University of Uberlândia (UFU) and has as its object of study the training of undergraduate students from UFU’s Institute of Physics. This research is based on students experience as monitors at DICA MUSEUM (Fun with Science and Art Museum), an extension program of the Physics course. In this investigation, we seek to understand if the formative actions developed in this space can contribute to the formation and constitution of their professional identity as teachers. The guiding question of this research was: How does DICA Museum contribute to the formation and constitution of a professor identity to undergraduate students from the Physics course? To answer this question we conducted an exploratory research with a qualitative approach, along with the Dialectical Historical Materialism method, an option that allowed for us to apprehend the contributions of the museum space for teacher initial formation in its uniqueness and complexity. From the theoretical framework chosen to subsidize the research – Franco (2012), Freire (1996), Garcia (1999), Libâneo, Pimenta (1999), Pimenta (1999), Tardif (2000), authors who discuss the complexity of teaching; Queiroz, et. al., (2002), Jacobucci (2008, 2010), Marandino (2004, 2008 a, 2008 b.), Ovigli (2009), Queiroz, et. al., (2011), Tempesta (2016), authors who discuss the educational potential of science museums – we observed that the human mediation in museums provides the construction of knowledge related to the qualification of the scientific literacy process and the teaching practice, be that through the dialogue and interaction that occurs between the mediators (licensee students) or among those who visit (student/teacher/citizen) the museum. The data were built up from the analysis of the Pedagogical Project (2007) and from the 2014/1 curricular composition version of the course; documents regarding the museum; analysis of responses obtained from an online questionnaire and reflexive interviews conducted with 10 students enrolled in the course from 2014 to 2018/1, in the condition of monitors, in addition to a former museum teacher and coordinator. The content analysis, Bardin (2009), supported the composition of three categories: 1) the constitution of a teaching identity; 2) the importance of formative processes at DICA museum for students of the undergraduate Physics course at UFU and 3) DICA Museum as a space for teacher educational: learning as a process. Data triangulation indicated discrepancies between the socially constructed and the personally attributed to the learning of teaching in the course, on one side peered in consistent training of disciplinary knowledge, and on the other, detached from pedagogical notions, essential to the professional teaching trajectory. Conversely, the research participants considered the museum a fruitful space for the constitution of teacher professionalism in its initial formation, with a predominance of a didactic-pedagogical autonomy, reflection about the actions and progressive perspectives expanded of human formation. This research does not constitute an end in itself and the study carried out therein puts into question relevant issues for academic training and monitor position in undergraduate courses. Science museums are spaces in which by means of the articulation of teaching, students have research and extension, significant formative-pedagogical experiences as means of the constitution of their teaching professionalism, highlighting its importance as a field of tutoring/monitor position and compulsory internships in the initial teacher training.