Os sentidos do PIBID no currículo de formação de licenciandos em Física da Universidade do Estado do Amazonas - Campus Parintins/AM: circulação e disputa

Abstract

This thesis has as its main objective to investigate the meanings of Physics Teacher Education in dispute within the Institutional Program of Scholarships for Initiation to Teaching - PIBID developed in the undergraduate course in Physics at the Center for Superior Studies of Parintins, University of the State of Amazonas (CESP-UEA-Parintins). In dialogue with the studies of Alice Casimiro Lopes 2004; 2005; 2006; 2011; 2015), PIBID is assumed as a curricular policy aimed at Physics Teacher Education, as a space for dispute and meaning-making in the understanding of the characteristics of a good teacher for working in basic education. Thus, operating with a discursive conception of politics, the concept of recontextualization through hybridism developed by Lopes (2004; 2005) based on the concepts of recontextualization by Bernstein and hybridism by Garcia Canclini, it was possible to identify disputes over the meanings attributed to Physics Teacher Education for teaching in Basic Education; they are meanings that circulate in different contexts of curriculum production. As a methodological strategy, at first, a survey was carried out in the Proceedings of the Research in Science Teaching National Meetings - ENPEC (2011, 2013, 2015, 2017) seeking to identify works published by researchers in Physics Teaching addressing the theme of PIBID. This choice is supported by the understanding that these researchers are part of what Ivor Goodson (1995; 1997; 2008) defines as disciplinary community: groups, associations of professors, researchers and professionals who investigate themes related to certain areas of knowledge. In a second moment, structured interviews were carried out with professors who teach at the Undergraduate Physics Course at CESP-UEA, seeking to identify how they project the desirable profile of the Physics teacher graduated from the course. In both contexts of investigation, it was possible to identify a critical discourse in relation to school Physics, understood as a simulacrum of “true” Physics, simulacrum attributed to a deficit in teacher education. Thus, PIBID is understood as an alternative for teaching Physics undergraduate students linked to Basic Education, a teacher education policy that uses, as a basis, specific practices in Physics teaching at school. Analyzing PIBID Physics publications in ENPEC’s Proceedings, the speeches by the interviewed university professors and in articulation with official documents, l identify that there is a lack of discussion and understanding about the importance of the development of teaching practices at school, and how these experiences have been given meaning in Physics undergraduates educational process, and the research results point to the need to intensify studies and discussions on the new resolutions for initial teacher education, works in the educational area, the importance of teaching Physics at school and articulation with Physics undergraduates educational process in Parintins Campus for Basic Education in the Amazon/Brazil.