Formação inicial de professores e autonomia: um estudo com estudantes e docentes de licenciaturas da área de ciências exatas

Abstract

This research was carried out with a view to analyzing how teacher training enables undergraduate students in the area of exact sciences to develop their autonomy in their academic careers. Recent publications in education journals were mapped to read productions on teacher training, highlighting the search for teacher training for the development of subjects through education. The theoretical framework of this research addressed teacher training, presenting legislation and history in Brazil, as well as its panorama in the country (GATTI, 2010; NÓVOA, 2012, 2017; PIMENTA, 1999; TARDIF, 2011), highlighting its relevance to the human formation of subjects. Teacher training is inserted in a context of reflections on knowledge, the teaching profession and human training, with legislation providing for activities to develop student autonomy in training (BRASIL, 2015). The concept of autonomy and its relationship with education based on Freire (2001, 2015, 2016, 2017a), Pitano and Ghiggi (2009), Guzzo (2002), Contreras (2002) and Nóvoa (2012, 2017) were addressed. Autonomy is considered as a process in which the subject critically develops, problematizes reality and intervenes in it. Inserted in education, autonomy is enhanced through an emancipatory education. The research was configured as qualitative and inspired by the case study. The participating subjects were students and professors of licensure courses in the area of exact sciences at a community university in southern Brazil. The corpus was constituted by the transcription of the semistructured interviews carried out with the subjects and was analyzed from the Discursive Textual Analysis (MORAES; GALIAZZI, 2006, 2007). The categories emerging from the analysis process pointed to the influence of teacher education based on: the course curriculum; the experiences of curricular internships; and social relationships. The metatext elaborated in the analysis process pointed to the relevance of a curriculum committed to the development of students, with the offer of disciplines in which reflections and discussions about reality are provided. The curricular internships were highlighted by the opportunities to establish relationships between the practice and the theories studied and the students' contact with the community. Social relationships in teacher training were also highlighted, considering the importance of students' conviviality with their peers and with teachers for their personal and professional development, considering the relationships of respect and learning with each other, as well as the possibility of rethinking education and the world from the contact with the different. This research investigated the development of students' autonomy through initial teacher training and considers the need for discussions in favor of the development of autonomy for finding and intervening in the world. It is argued that the curriculum of the courses, the experiences of the curricular internships and the social relationships favor the development of the autonomy of students in the area of exact sciences in their academic paths. [resumo fornecido pelo autor]