Clube de ciências da UFPA e docência: experiências formativas desde a infância

Abstract

The Science Club and Teaching of Federal University of Pará: formative experiences since childhood composes a narrative qualitative research approach, where I seek senses and meanings expressed in reports of eight graduates subjects of the Science Club, once my interest is to investigate memories of former students who are now teachers: What research experiences from graduation were important for their training? What may be significant for an understanding of the scientific knowledge? What experiences may facilitate the understanding and the transformation of a way of being and living in teaching? In other words, the intention is to reflect on what experiences were valued by the subjects in reference to how they construct and modify their way of being teaching in the present, to understand that the narrative research in education processes of these subjects is helpful in order to reflect on the contextualization of the past in their present. Thus, to involve multiple relationships referring to the formation of their scientific initiation, I use, as a research tool, narrative interviews, in order to circulate the narrative accounts as a possibility to expand knowledge and understanding in a movement in which the narrative is constituted on a way to comprehend their experience, where education takes place in a training area that is full of experiences and living. This research intends not only to perceive the subjects themselves, but to understand the relationships in interaction with their peers, with their own practice, with the content of science teaching, with the movement from the past to the present and from the present to the past, to rescue their memories. The thesis is organized into 3 axes of analysis: TIME AND LEARNING SPACES: a formative ambience in CCIUFPA graduates memories; AMONG SNAKES, ELECTROMAGNETISM, NEWTON DISCS AND ELETRIC EELS: the Science Club and the construction of scientific knowledge and THE SIGNIFICANT EXPERIENCES IN THE CONSTRUCTION OF A DIFFERENT TEACHING PRACTICE: to be and to do in the present. The analysis leads me to ponder that the experiences are formative elements capable of moving us toward new searches, confirming us as historical and social creatures. In this narrative tune, it is evident that the contextual education with a view to critical citizenship requires the interrelationship between scientific culture and humanistic culture. Ultimately, I assume that we are made up of living memories, which is full of brands, values and mores of groups that we did / do / will do participate in multiple relationships related to the building of our individual and collective identity. In addition, the narratives indicate the Science Club as an appropriate area, which in institutional history, can make a difference in the training path of children, youth and future teachers, the becoming of how our life is influenced by the institutions in which we have passed, in special, which deals about what we learned and what we teach.