PET, PIBID e PRP: contribuições para a formação inicial de professores de Física

Abstract

Education has always been of great importance in the formation of human beings, as thinking beings who act critically and reflexively in the society in which we live. Thus, education is not restricted to school alone, as it aims at human development with all its abilities, potential and competences through social practice. In this way, the initial training of teachers has been improving in the quest to train better qualified professionals for the task of teaching. From this perspective, the search for research on the initial training of teachers arose after our participation in teaching programs such as PIBID and PRP, when it became clear the importance of participating in these projects for a better pedagogical training for the profession of teacher be a teacher. With this, we investigated: how do the PET, PIBID and PRP teaching programs contribute to the initial training of Physics teachers trained at UFFS, Campus Cerro Largo? We aim to understand and analyze, based on works published in the Seminário de Ensino, Pesquisa e Extensão (SEPE), the contribution of the PET, PIBID and PRP programs to the initial training of Physics teachers graduated at UFFS, Campus Cerro Largo. As a methodology of analysis, we used content analysis, with the corpus of analysis composed of works published in the Annals of SEPE. As a result, we have that the works published over the years in the Annals of SEPE, present a diversity of themes, with the most frequent being those of experimentation, physics teaching, science teaching, teacher training, teaching initiation, pedagogical and educational practices and Initial formation. This diversity signals a diversified teaching, with different forms of action, considering teaching, research and extension. Thus, the programs significantly contribute to better qualifying Physics teachers in initial training at the UFFS Cerro Largo campus.