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Graduation courses in biological sciences and teacher training for physics teaching in middle schools

Most Science teachers in Brazil have degrees in Biological Sciences. National scientific literature points out that for them it is a challenge Physics teaching in middle schools. The challenge increases with the prescription by the National Common Curricular Base of the content of Physics distribute...

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Principais autores: Silva, Alexandre Leite dos Santos, Lopes, Suzana Gomes
Formato: Artigo
Idioma: Português
Publicado em: Universidade Tecnológica Federal do Paraná (UTFPR) 2020
Acesso em linha: http://periodicos.utfpr.edu.br/rbect/article/view/10008
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spelling peri-article-100082022-09-29T18:41:03Z Graduation courses in biological sciences and teacher training for physics teaching in middle schools Licenciatura em ciências biológicas e formação de professores para o ensino de física no ensino fundamental Silva, Alexandre Leite dos Santos Lopes, Suzana Gomes Ciências Humanas; Educação Professor de Ciências; Ensino de Física; Licenciatura em Ciências Biológicas Science teacher; Physics teaching; Biological Sciences Most Science teachers in Brazil have degrees in Biological Sciences. National scientific literature points out that for them it is a challenge Physics teaching in middle schools. The challenge increases with the prescription by the National Common Curricular Base of the content of Physics distributed throughout all years of middle school. In this context, this article aims to present and to problematize the results of an investigation about teacher training for Physics teaching in middle schools at Graduation Courses in Biological Sciences. For this, a survey and analysis of the workload and curricular content of Physics through online files from courses from twelve universities in Minas Gerais, Brazil It was found that such initial training courses have a small workload for the Physics curricular component, which has a limited scope of specific contents and is developed without being linked to teaching practice at the middle schools. A maioria dos professores de Ciências no Brasil são graduados em Ciências Biológicas e a literatura científica nacional aponta que para estes é um desafio ensinar conteúdos de Física no Ensino Fundamental. O desafio aumenta com a prescrição pela Base Nacional Comum Curricular do conteúdo de Física distribuído ao longo de todos os anos do Ensino Fundamental. Nesse contexto, este artigo tem como objetivo apresentar e problematizar os resultados de uma investigação sobre a formação docente para o ensino de Física no Ensino Fundamental em Cursos de Licenciatura em Ciências Biológicas. Para isso, foi feito o levantamento e a análise da carga horária e do conteúdo curricular de Física, através de arquivos on-line dos cursos de Licenciatura em Ciências Biológicas de doze universidades do estado de Minas Gerais. Constatou-se que tais cursos de formação inicial apresentam uma carga horária exígua para o componente curricular de Física, o qual tem abrangência limitada dos conteúdos específicos e é desenvolvido sem vinculação com a prática de ensino para o nível fundamental. Universidade Tecnológica Federal do Paraná (UTFPR) 2020-12-19 info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion application/pdf http://periodicos.utfpr.edu.br/rbect/article/view/10008 10.3895/rbect.v13n3.10008 Revista Brasileira de Ensino de Ciência e Tecnologia; v. 13, n. 3 (2020) 1982-873X 10.3895/rbect.v13n3 por http://periodicos.utfpr.edu.br/rbect/article/view/10008/pdf Direitos autorais 2020 CC-BY http://creativecommons.org/licenses/by/4.0
institution Universidade Tecnológica Federal do Paraná
collection PERI
language Português
format Artigo
author Silva, Alexandre Leite dos Santos
Lopes, Suzana Gomes
spellingShingle Silva, Alexandre Leite dos Santos
Lopes, Suzana Gomes
Graduation courses in biological sciences and teacher training for physics teaching in middle schools
author_sort Silva, Alexandre Leite dos Santos
title Graduation courses in biological sciences and teacher training for physics teaching in middle schools
title_short Graduation courses in biological sciences and teacher training for physics teaching in middle schools
title_full Graduation courses in biological sciences and teacher training for physics teaching in middle schools
title_fullStr Graduation courses in biological sciences and teacher training for physics teaching in middle schools
title_full_unstemmed Graduation courses in biological sciences and teacher training for physics teaching in middle schools
title_sort graduation courses in biological sciences and teacher training for physics teaching in middle schools
description Most Science teachers in Brazil have degrees in Biological Sciences. National scientific literature points out that for them it is a challenge Physics teaching in middle schools. The challenge increases with the prescription by the National Common Curricular Base of the content of Physics distributed throughout all years of middle school. In this context, this article aims to present and to problematize the results of an investigation about teacher training for Physics teaching in middle schools at Graduation Courses in Biological Sciences. For this, a survey and analysis of the workload and curricular content of Physics through online files from courses from twelve universities in Minas Gerais, Brazil It was found that such initial training courses have a small workload for the Physics curricular component, which has a limited scope of specific contents and is developed without being linked to teaching practice at the middle schools.
publisher Universidade Tecnológica Federal do Paraná (UTFPR)
publishDate 2020
url http://periodicos.utfpr.edu.br/rbect/article/view/10008
_version_ 1805448968566472704
score 10,814766

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