Crenças de autoeficácia de professores de Física do Alto Sertão Paraibano: uma análise da transição do modelo regular de ensino para o modelo de tempo integral.

Abstract

Since 2016, the educational system in Paraíba has undergone a series of changes that seek to incorporate the dynamics of Full-Time Schools into the reality of students in the State of Paraíba. This process discusses, in addition to aspects associated with structural changes in schools, also issues related to the curriculum and teaching work. In this scenario, and especially that associated with Physics Teaching, we seek to analyze the influence of self-efficacy beliefs of a group of Physics teachers in their teaching work. Through a study of a qualitative nature, of the case study type, we interviewed four teachers who teach about physical knowledge in Full-Time Schools in the high sertão of Paraíba. It is important to highlight that all the research participants experienced the change in reality from the regular teaching modality to full-time. The study showed that teachers' self-efficacy beliefs, in working in the Full-Time modality, have solid actions in the performance of activities and in the decision-making of their judgments, in the face of adaptations and the various adversity situations in the Time Teaching modality. full In addition, the investigation exposed the importance of academic training, focused on teaching practices, to be applied in this teaching modality. Practices that discuss the importance of innovative methods for training students so that they can develop the necessary skills for the challenges of the 21st century. Finally, the study demonstrated the relevance of qualitative research, based on teachers' self-efficacy beliefs.