Políticas curriculares e a dimensão acadêmico-profissional: tempo de disputas sobre ser professor(a) de ciências da natureza

Abstract

This research aims to investigate the professional academic training and performance of Natural Sciences teachers, based on the BNCC and BNC-training curricular policies, in order to interpret the formation of the training territory of the Natural Sciences Degree Course at Unipampa, Uruguaiana/RS campus. The methodology is characterized as an action research that integrated the interpretation of curriculum policy texts based on documentary analysis, as well as the construction of the state of knowledge, allowing the establishment of an overview of the productions concerning curricular policies in the performance and training in Natural Sciences. Semi-structured interviews were conducted with five professors of the Natural Sciences Degree Course at Unipampa, Uruguaiana/RS campus. Focus groups were developed with nine Basic Education teachers who graduated from the Natural Sciences Degree Course at Unipampa, Uruguaiana/RS campus and who work in the municipal education network. The information produced was analyzed based on the principles and procedures of Discursive Textual Analysis. As a result of the state of knowledge, the following categories were obtained: Consensus and dissent regarding curricular policies based on competencies and skills; Official curriculum as a legal support for pedagogical practices; Arbitrary curricular policies and the weakening of the Natural Sciences field; Curricular standardization between teacher performance and training; Curricular policies and the discourse of regulatory innovation. The content analysis of the data obtained from interviews and focus groups resulted in the synthesis of the following categories: Regulatory influence on teaching-learning processes in Natural Sciences; Performance on policies based on critical reflection on teaching practice; The structure of curricular policies and performativity in the constitution of the Natural Sciences field; Professional academic training of teachers and performance on curricular policies; Recontextualization of policies in the production of official curricula. The results that integrated the categories allowed the construction and defense of the thesis that the recontextualization of curricular policies in Basic and Higher Education presupposes a professional academic training of Natural Sciences teachers, strengthened by the constitution of the training territory of the Natural Sciences Degree Course at Unipampa, Uruguaiana/RS campus.