Avaliação institucional e formação de professores : um olhar sobre o curso de licenciatura em física da UFRPE à luz do contrato didático

Abstract

Our intention was to use the didactic contract as an instrument to analyze a graduation teacher course in physical so that we could identify the aspect of the didactic that are part of the good or not-so-good performance of a graduation course. The evaluation attributes one concept, the preliminary conceptual course – CPC. The didactic contract takes place within a didactic system and, as an analytical tool, requires school organization. Based on that, we stipulate the graduate teacher in Physics course of Universidade Federal Rural de Pernambuco – UFRPE as the school organization and the didactic system is established in a subject with representational capacity in a teacher formation course, a subject of interface between the teaching of Physics and the knowledge of Physics. Therefore, the teaching Physics methodology subject was chosen. The didactic system is assumed as: Modern Science Epistemology, the teacher of the subject and the 9 students of the sixth semester of graduation. To analyze the documents on which the process of establishing the foundations of the graduation course are based – Preliminary Conception of Course (PCC). The triangulation of methods gives us a panorama of the didactic contract, therefore the field journal, the classes observations and the interviews are investigation instruments. We chose the document analysis to investigate the graduation evaluating instruments. A second and more important triangulation is necessary for us to achieve our goal: from the point of view of the articulation between the Didactics of Science and the Didactics of Mathematics, we verified that certain approach experiments in Physics may be greatly equivalent to the Theory of Didactic Situation in Mathematics. In other way, our main result was the perception of similitude: the division of responsibilities and expectations. In this last aspect, we have noticed that the evaluations captures the students’ expectations, but gave them low value. We defend, specially referring to graduation courses, that the expectations or the didactic-pedagogic dimension must be the main evaluation instruments of these courses because of their nature, the expectation of social transformation through Education. We hope our reflections are part of a movement in search of improvement for licentiateship courses in general, and the Licentiateship in Physics of UFRPE particularly.