Possibilidades para a Construção de uma Docência Crítico-Transformadora dos Formadores da Área de Ciências da Natureza na Licenciatura em Educação do Campo: Um Estudo na UFFS Campus Erechim-RS

Abstract

This research is centered on the reflection of the possibilities for the construction of a criticaltransformative teaching of the professors who form the Interdisciplinary Course in Educação do Campo [Education for and by the countryside]: Natural Sciences at UFFS campus Erechim/BR (CIEduCampo-CN/UFFS), whose proposal contemplates a series of structuring elements that seek to overcome the classic fragmentation of knowledge. The pedagogical alternation between community time and university time, training by area of knowledge, and multidisciplinary teaching are some of these elements that mark the unprecedented characteristics of the pedagogical organization of these teacher training courses. The focus of this work is on the qualification of higher education professors in the area of Natural Sciences, in and by the teaching action developed in the course and the contradictions experienced in this process, through the following research problem: To what extent experiencing the structuring elements of the pedagogical proposal of CIEduCampo-CN / UFFS influence the qualification of professors in the area of Natural Sciences in a critical-transforming perspective? The general objective was to investigate the understandings of professors who teach in Natural Sciences about the structuring elements of CIEduCampo-CN/UFFS and how they can influence, or not, in the construction of a transformative-critical teaching. The study is constituted on the thesis: Experience the structuring elements in the pedagogical proposal of the course can contribute to the construction of a critical transformative teaching on the higher education professors. Through a qualitative approach, we performed the analysis of documents that guide the curriculum of the investigated course and we conducted a semi-structured interview with seven professors graduated on Natural Sciences. The data produced were analyzed using the methodological procedures of the Textual Discursive Analysis. We arrived at the following categories emerging in the analysis of the interviews: articulation between theory and practice based on pedagogical alternation, the centrality of collective teaching work in training by area of knowledge and the concept of expanded training and its articulation with collective teaching work. The studies by Molina, Caldart, Hage and Britto were theoretical references in the formation of teachers in Educação do Campo. This research seeks to highlight the contributions of the experience in the course for the exercise of interdisciplinary practices in the higher education. Based on the analysis, we point out that the group of professors who get closer of the concept of critical-transformative teaching is integrated with a collective work proposal in the course, streamlined through the planning and implementation of integrating projects. In this dynamic, the unveiling of the contradictions present in the subjects' realities becomes the central purpose of the pedagogical process, from which academic-scientific knowledge is developed. In the movement to understand reality, the professors broadens the understanding of the demand for a counter-hegemonic project of Campo. This broader understanding of the purposes of the formative process in the training of teachers in the Educação do Campo has contributed to the (re) construction of pedagogical practices, problematizing the teaching of this group of high education professors. This study defends the centrality of collective work in qualification processes with a view to understanding the political and social nature of teaching.