Ensino de física: a construção dos saberes docentes de professores iniciantes egressos do IFPE – campus Pesqueira

Abstract

Through the literature and observations of teaching practices, we observed the conservation of traditional practices in the process of teaching and learning Physics. Nowadays, we observe the conservation of traditional practices in the teaching and learning process of Physics. According to Huberman (2000) and Tardif (2014), the basis of professional knowledge is formed in the initial phase of the career. In this research, we sought to analyze the construction of teachers' knowledge about Physics teaching of beginning teachers trained at IFPE - Pesqueira campus. Two theoretical categories were built: "Teaching Physics from the perspective of Scientific Literacy", based on authors such as Sasseron (2010), Carvalho (2010), Pietrocola (2010) and Pereira and Amaral (2017), and "The beginning teacher and teaching knowledge", based on authors such as Huberman (2000) and Tardif (2014). The research is qualitative in nature. Participants were three graduates of the Physics Undergraduate course of the IFPE, Pesqueira campus, who had a period of professional activity equal to or less than five years. The collection instrument was a semi-structured interview, carried out remotely due to the pandemic of the new coronavirus. For the analysis, we used the Thematic Categorical Content Analysis technique. From the analysis of the interviews, two categories emerged: 1) "Origins of beginner teachers' knowledge about Physics Teaching"; 2) "Beginner teachers' Physics teaching methodologies". The results showed that the origins of the knowledge about Physics teaching are diverse and the most successful teaching methodologies involve practical-experimental activities. There was no reference to other methodologies that promote Scientific Literacy. Thus, we indicate the need to advance in Physics teaching methodologies.