Examinando os saberes da experiência: um estudo de caso no ensino de Física de nível médio

Abstract

This dissertation aims to understand the experience knowledge expressed on the teaching practices of a High School Physics teacher. The study is based on the theoretical studies about teaching knowledge which includes Maurice Tardif and Clemont Gauthier s contributions as well as Lee Shulman s ones. The the methodological approach made use of a case study following the work of a Senior High School Physics teacher. His teaching activities take place at a federal school from where the empirical investigation took place. The research sources include not only the video recordings of the teacher s practices in his classroom but also video recorded interviews with him. Taking into account the value of the research sources, the study attempted to deepen the understanding of the pedagogical meanings of the teacher s choices during his teaching activities with his students. Among them are the following ones: (a) the options taken alongside the teaching activities; (b) the teaching resources used; (c) the pedagogical rationale which underline the teacher s decisions; (d) the relationships between choices and pedagogical aims previously defined. In order to analyze the empirical material categories ware built as a basis for understanding the teaching knowledge which emerged from the teacher s practices. As a result the research concludes that the teacher s choices are supported on a knowledge basis which includes a merge of knowledge and practices built upon his personal and professional life. The teacher s knowledge is not only the result of a rational or a linear process, but involves personal abilities, memories of good teaching practices, theoretical reflections developed over the initial teaching training confronted with the practice of a real classroom, sensitivity to listen to the students needs, compromise, passion for teaching and the capacity to face the adversities of the profession. The teacher s knowledge, particularly the experience knowledge, is built not only during the professional practice but also before the initial teacher training. The experience knowledge can be translated into a pedagogical rationale through which a teacher guides his or her teaching practices.