Formação do professor polivalente para o ensino de ciências: uma análise do projeto pedagógico do curso de pedagogia da UFRN

Abstract

This work is part of a project entitled Perspectives and Challenges of Science Teaching in Elementary Education. The study presented here focuses on the training of polyvalent (generalist) teachers for science education. The main objective was to analyze how science content and interdisciplinarity are addressed in the Pedagogical Course Projects (PPCs) of the Pedagogy program at the Federal University of Rio Grande do Norte (UFRN – Ceres campus). To achieve this goal, a documentary analysis was conducted of the Pedagogical Course Project for the aforementioned institution and program. The results revealed that the university presents its PPC with an emphasis on interdisciplinarity. However, certain gaps were identified, such as the limited number of hours allocated to science teaching courses. The analysis also indicated that teacher education, particularly in the context of science teaching, is moving toward new directions, with interdisciplinarity emerging as a key element in discussions that shape teacher training. The document analyzed demonstrates a theoretical connection between the two central themes of this study: science and interdisciplinarity. Nonetheless, in some instances, it lacks clear explanations of how these approaches would be practically implemented. The discussions in this study are supported by authors such as Delizoicov and Slongo (2011), Fazenda (2011), among others.