TEACHING FORMATION IN PHYSIC’S TEACHING COURSE: ARTICULATION BETWEEN KNOWLEDGE FIELDS

ABSTRACT:

This article results from a qualitative research carried out in a graduation course in Physics Teaching offered at an Federal Institute of Education, Science and Technology located in Santa Catarina-Brazil. The research sought to identify and analyze the priorities pointed out by the Pedagogical Course Project for the teacher education and to describe the pedagogical practices of the teachers who work in this course. Data was collected through documentary analysis of the Pedagogical Course Project and semi-structured interviews with teachers. The analysis of the data followed the Content Analysis proposed by Bardin (1999) that has three steps: Pre-analysis, Analytical Description and Referential Interpretation. The conclusions indicate that the curricular organization of this Physics Teaching course presents, as priorities, the articulation of specific and pedagogical knowledge, research as an educational principle, interdisciplinarity and the relationship of the institution with Basic Education.

Keywords:
Teacher Education; Undergraduate in Physics; Education