Educação problematizadora de Paulo Freire na perspectiva de licenciandos em Química
Carregando...
Data
2015-09-21
Autores
Título da Revista
ISSN da Revista
Título de Volume
Editor
Universidade Federal de Goiás
Resumo
This text, linked to the research line on “Chemistry Teaching” in Chemistry Postgraduate Program at the Universidade Federal de Goiás (UFG), aims to investigate whether the supervised practice at Chemistry Certificate course can be developed from the problematizing perspective, comprehending trainees’ conceptions and the practices, together with factors that cooperate or hinder the development of this Chemistry teaching methodology. The issue of critical individual formation is analyzed by the understanding of the problematizing education under the perspective of changes on the theoretical-practical field, on which the future teacher can overcome the perception of a simple contents transmitter and task executor in school background that nowadays is found subdued to capitalist interests. In these terms, according to the theoretical methodological principles of progressive education, the reference to Paulo Freire’s works was used in this study. The research universe was represented by the supervised practice, counting on the students of Teaching Degree and Bachelor Courses of a Superior Teaching Institution (IES) in the state of Goiás, who were studying the fourth and fifth periods of Supervised Practice discipline I and II, in which seventeen trainees who had developed their trainee activities at a school, located in Goiânia, under the teacher supervisor took part. Meetings, discussion groups, recorded and transcribed interviews, logbooks and questionnaires assigned to students and trainees were used for data collection. In this background, the qualitative approach of described and outlined by case study was chosen for permitting to privilege the understanding how the meanings which the events have for the subjects of investigation. The research has revealed that the investigated individuals conceive education as a transmission-reception process as it is established by traditional teaching model. The teaching is based on education bank, in which the teacher stands on superior to the students, on a verticalized position related to the teaching, by depositing uncritical and ahistorical contents in their minds, disconnected from their reality. Those and other conceptions presented by trainees can be present in the own teaching model received by the institution which they are part of, what makes it difficult to promote a change process of reality in other dimensions. However, it was possible to recreate a path towards the critical awareness of involved trainees with degrees of understanding of reality (steps) which mark the approach of conscious formation and the distancing from alienated: The identified degrees were: Naïve awareness, narrow view, restlessness, defensive, enthusiasm, insecurity, pre-reflexion, reflective actions, commitment and critical awareness. In this context, we understand education as locus of essentially political action, where teachers work for or against something, permanent dialogue is fundamental, the pedagogical ‘do’ with and not to the trainees, the collective construction and the political intent of the educational act which are the pillars of pedagogical formation and practice of the professional who may act in Chemistry teaching. In these terms, we suggest the proposal to organize the supervised traineeship from the Problematization as construction of an emancipatory Education by making a critical curriculum which is in accordance with Paulo Freire’s principles, considering the teacher’s pedagogical praxis.
Descrição
Palavras-chave
Citação
LEITE, V. C. Educação problematizadora de Paulo Freire na perspectiva de licenciandos em Química. 2015. 256 f. Tese (Doutorado em Química) - Universidade Federal de Goiás, Goiânia, 2015.