Concepções de ensino elaboradas pelos acadêmicos das licenciaturas

Abstract

The study object in this research is the teaching conception by graduation students. The aim is to analyze the teaching conceptions elaborated by graduation students of the State University of Ponta Grossa/PR in order to subsidize the initial process training of professors. Specific aims were defined: Identifying teaching concepts elaborated by students of the State University of Ponta Grossa/PR; and identifying the propositions on the teaching in the pedagogical projects of graduation courses in Education, Mathematics and Biological Sciences. The central matter conceives the teaching as an intentional and peculiar process that guides the learning and creates training sceneries. Gathers articulated elements – professor, student, knowledge. Considering the centrality on the teaching process of professors’ initial training, we inquire what is the teaching conception elaborated by graduation students. Epistemological axis which guides the research and data analysis is the theory as practical expression. As discussed by Martins (1989) and Santos (1992), and the banking education by Freire (1982). Theoretical alignment used to discuss the professors’ training is based on Dourado (2016), Saviani (2009), Gatti (2009), Diniz-Pereira (2006), Cunha (2010; 2016) and Imbernón (2012). Discussions on modern pedagogical theories are based on Mizukami (1986), Libâneo (1982; 2006), Saviani (2012), Veiga (2004), Freire (1970) and Martins (1989; 2006). For issues regarding to the class, we use Silva (2008), Cunha (1997), Romanowski and Martins (2008). Reflections on theory and practice are anchored in Pimenta (2011), Saviani (2008), Gamboa (2003), Sanchez; Vázquez (1968, 1977) and Martins (1989). Discussions which involve University and Pedagogical Project of the faculty are based on Pimenta; Anastasiou (2002), Chauí (2001), Cunha (2006) and Veiga (1995). The nature of this research is qualitative and the procedures used for data collection are questionnaires and discussion group. The research subjects are graduation students of Education, Mathematics and Biological Sciences. Data are analyzed from the Content Analysis by Bardin (2011). The results from this research point to a traditional approach as characteristics of university teaching. The students criticized the traditional teaching model and from their experiences they elaborated a concept in a critical perspective. Student-professor relationship is still vertical. Expository class is still predominant within the University, and the knowledge transmitting is the main characteristic. Research findings point to a dichotomy between theory and practice, taking value to the theory as guide to the practice in opposition to the theory as practice expression. Evaluation acquires traces from the formation evaluation; however, we noticed the quantitative evaluation as predominant. Our study also points to a detachment between professor and students, what reassures the professor as the rational knowledge owner. This research provides reflections on the teaching conceptions by students, as well as search to offer subsidies to re-think professors’ training in the State University of Ponta Grossa/PR.