Análise de um processo formativo de licenciandos e licenciados das ciências da natureza sobre habilidades docentes e transdisciplinaridade

Abstract

This dissertation deals with a discussion about science teacher education and the contributions that transdisciplinary assumptions can offer to this formative process, considering that it is essential to elaborate new proposals that enable the development of teachers with a holistic view of knowledge and the recognition that pedagogical actions need to consider complexity. Thus, the main objective was to analyze how a formative process can contribute to broaden conceptions of undergraduates and nature science graduates on teaching skills and contributions of transdisciplinarity in teacher education. To this end, we place our theoretical framework in discussions of the conceptual foundations of teacher education that refer to a set of teachinglearning views and ideologies discussed by Garcia (1999), Moraes (2010), Nóvoa (1992, 1995a) and Freire (1996); and on teacher education from the perspective of transdisciplinary assumptions (NICOLESCU, 1999; MORIN, 2000; ARNT, 2007); the educational paradigms discussed by Behrens (2000), and by research in the teaching field. From a qualitative perspective, we used the Interactive Didactic Sequence as a methodological procedure for data collection, and as an analytical tool the Dialectical Hermeneutic Analysis (AHD). The research context consisted of five participating subjects: one graduate and one graduate in Physics, two graduate in Biology, and one graduate in Chemistry. The data source of this research was the proposition of a formative process to these participating subjects. As a result, it was found that the proposed training process, in this research, was characterized by the socio-reconstructionist conceptual orientation, discussed by Garcia (1999), the progressive paradigm and has approximations with the holistic paradigm and aspects of transdisciplinary didactics based on gestures. of openness to the new, interruption, sensitive listening, and attentive speech to create our history, as well as by the harmonization of effectiveness and affection. In this way, it contributed to the broadening of the conceptions of undergraduate students of the natural sciences about teaching skills and about the contributions of transdisciplinarity in teacher education, as participants improved their conceptions and perspectives on teaching skills and a training under transdisciplinary perspective.