Educar e atuar: correlações para (re)pensar a formação docente em Física

Abstract

Teaching constitutes a complex and multifaceted activity. The subject of research in various areas of knowledge, investigations into teacher education seek, among other things, to analyze the essential knowledge for the practice of this professional, such as curricular knowledge, pedagogical knowledge, or experiential knowledge. However, in the context of teacher education in Physics, the object of study of this thesis, aspects such as communication (verbal and non-verbal) and socio-affectivity among the participants in educational practice rarely gain prominence, often appearing as costumes or scenarios that might go unnoticed by undergraduates and teacher educators themselves. In this sense, we reflect on educating and acting, (re)connecting Physics with the Humanities and seeking to (re)think teacher education in Physics. Thus, this thesis argues that teachers and actors have common professional pillars, and that recognition of this approximation can foster the training of Physics teachers from a more socio-affective, dialogical and humanistic perspective. To this end, a theoretical construct was developed based mainly on Freire's notion of dialogic education, as well as aspects regarding the forms of social interaction, the agents involved, the materials that guide the activity and the spaces of action. Furthermore, the Theater Games designed by Viola Spolin were discussed as a potential theatrical methodology for the development of these elements in the context of teaching practice. In order to support current discussions on teacher training in Physics, in the context of the Federal University of Rio Grande do Norte (UFRN), an investigation was also developed on Social Representations (RS) and the conceptions of university Physics and Theater professors on teaching knowledge and possible relationships with socio-affective and communicative aspects. In general terms, it is noted that the undergraduate students interviewed present apparently contradictory RS regarding their training needs and what is considered good teaching practices. This finding highlights, among other aspects, the need to revise the curriculum to promote a more humanistic teacher (and student) education, emphasizing communication, socio-affectivity, and dialogue. Furthermore, it was possible to establish connections between the notions of acting and educating, analyzing teacher training towards a critical educational practice. This reflection considered aspects such as social interactions, the agents involved, the materials that guide the activity, and the spaces of action. Therefore, it is expected to join efforts to contribute with reflections on Physics Teacher Education, moving towards a more humanistic perspective, which considers communicative and socio-affective aspects.