SILVA, M. L. D.; http://lattes.cnpq.br/8528140400999331; SILVA, Maria Laura Dantas da.
Resumo:
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.