Análise dos modelos didáticos pessoais de um grupo de estudantes da Educação do Campo - Licenciatura

Abstract

This work presents a clipping of a didactic intervention developed with 14 scholars from the 2nd semester of the Field Education Course - Licenciatura of the Federal University of Pampa - UNIPAMPA, Campus - Dom Pedrito. The question that guided this study was "How can a pedagogical intervention contribute to the development of personal didactic models of the students of the 2nd semester of the Field Education Course - UNIPAMPA, Campus - Dom Pedrito?". In order to do so, the objective was to analyze the personal Didactic Models of the academics, regarding the four Didactic Dimensions proposed by Garcia Pérez (2000), through the lesson plans elaborated before and after the didactic intervention. In addition, we also analyzed the scientific contents, methodologies and ways of evaluating selected in the class proposals. Methodologically this research is qualitative as to its nature and exploratory as to its objectives. Results reveal that most of the students include in their lesson plans aspects of the Traditional Didactic Model, adding up to 72% in the pre-test in the four Didactic Dimensions. Only 28% were classified as Technological and Spontanean. In the posttest, we noticed an evolution, since in Dimensions 1, 3 and 4 we found greater representativeness of the Technological, Spontaneist and even Alternative Didactic Models. Finally, we highlight the efficiency of pedagogical interventions in the initial teacher training, as it was noticed the insertion of new methodologies for the teaching of Natural Sciences in the construction of the lesson plans. As well as the choice of Didactic Models that seek to evidence and consider the subject's knowledge, such as some examples used in the post-test, such as Technological, Spontaneist and Alternative.