Formação docente: um olhar sobre o currículo do curso de licenciatura em Física no CES-UFCG.

Abstract

This monographic work aimed to reflect on pedagogical training in the Physics teaching program at CES-UFCG, Cuité campus, focusing on the analysis of the curriculum organization within the Pedagogical Course Project and the integration of specific and pedagogical knowledge in the teacher training in Physics, constructing critical insights regarding formative models based on technical, practical, and/or critical rationality. The theoretical framework for this research draws from the works and ideas of Imbernón (2010), Nóvoa (2017), Ball (2010), Freire (2013), Santomé (1998), Marcelo (1999), and other scholars who underpin this theme. This study is of an exploratory and documentary nature with a qualitative approach. Data analysis is conducted using Bardin's thematic content analysis technique, which consists of three stages: pre-analysis, material exploration, and treatment. It is concluded that the pedagogical project for the physics degree course, when viewed from the perspective of the defined categories of "Curriculum Design for Training" and "Pedagogical Training," indicates attempts and challenges in breaking down the divisions between common and specific training.