Banca de QUALIFICAÇÃO: Paula Elias de Sá

Uma banca de QUALIFICAÇÃO de MESTRADO foi cadastrada pelo programa.
STUDENT : Paula Elias de Sá
DATE: 21/12/2023
TIME: 14:00
LOCAL: Plataforma Teams
TITLE:

What They Didn't Tell Me About Natural Sciences Teacher Education Programs? Conditions of Possibility for Considering Science Teacher Training.

KEY WORDS:

Natural Sciences Teacher Education Programs; School subject of Sciences; Curriculum; Discursive Approach; Discourse

PAGES: 51
BIG AREA: Ciências Humanas
AREA: Educação
SUMMARY:

The school subject of Sciences is a well-established discipline in the school curriculum and of fundamental importance, as it is responsible for teaching scientific and everyday knowledge, thus contributing to the development of a critical student concerned with the world around them. Despite this discipline being in the school curriculum for many years, it was only after the 2000s that Natural Sciences Teacher Education Programs (LCN) emerged significantly, tasked with training teachers to teach this subject. Initially, the program that trained professionals to teach this discipline was the Natural History course, but due to criticisms of curricular inadequacy, Biology Teacher Education Programs took on the role of training teachers for this school subject. Yet again, this course faced criticism for not being suitable to teach the science school subject, leading to the creation of Short Teacher Education Programs. These programs aimed not only to train teachers capable of teaching Sciences but also to address the shortage of teachers in Brazil. However, Short Teacher Education Programs faced significant criticism for being overly technical, resulting in the discontinuation of these courses. Only more recently have these courses gained more prominence, prompting the question: What were the enabling conditions that led to the emergence of these courses after the 2000s? Therefore, it is necessary to investigate how, in the present time, it was possible to consider specific training for teaching in the context of the school subject of Sciences, considering that the territory of this discipline is constantly contested by professionals identified with the Natural Sciences. As a result, this research focuses on understanding aspects related to power and the positions occupied by each individual, and how these positions allow certain discourses to be expressed. The objective of this research is not to pass judgment on how the teaching of Sciences has been conducted or whether Natural Sciences Teacher Education Programs constitute the most suitable formative experiences to produce the desired teacher for the final years of elementary education in the school subject of Sciences. Instead, the aim is to exercise criticism - criticism in the sense of making visible the power effects constructed through these discourses on Natural Sciences Teacher Education Programs. The overall goal of this project is to investigate, using a discursive approach inspired by Foucauldian studies, the curricular discourses regarding LCN courses, seeking to understand the enabling conditions that led to the emergence of these courses in Brazil, especially from the 2000s. The specific objectives of this work are: (i) to analyze the Pedagogical Political Projects of LCN courses, seeking to identify discursive regularities regarding justifications for the creation of these courses; and (ii) to research in curricular policies, such as teacher training, university network expansion, among others, the conditions that allow for thinking about this particular form of education in the present time.

COMMITTEE MEMBERS:
Presidente - 1528690 - ANDRE VITOR FERNANDES DOS SANTOS
Interno - 2544016 - DELANO MOODY SIMOES DA SILVA
Externa à Instituição - MARIA MARGARIDA GOMES - UFRJ
Interno - 3261681 - SAMUEL MOLINA SCHNORR