Abstract:
This research focuses on the restructuring process of the Physics licensure programs of Universidade Estadual de Campinas (Unicamp) that took place between 2001 and 2005, in an attempt to explain how the notion of interdisciplinarity in the National Curriculum Guidelines for Teacher Training gets transformed along the way between curricular policies and life histories. Five teachers who participated in these processes were interviewed, four are professors at the Institute of Physics and one is a professor at the School of Education. Based on these interviews, monads were produced which are fragments of stories that represent the narratives of life histories. These fragments were then juxtaposed to the systemic narratives, which are discourses representing the governmental political sphere, in order to give visibility to the refraction of politics in practice. Thus, we identified four episodes of refraction: the equivalent training; the demand for interdisciplinarity; the work in fields of knowledge; and the conditions for curriculum transformation.
Keywords:
Teacher training; Bachelor's degree; Physics course; Curriculum; Interdisciplinarity