Competências na aprendizagem e corresponsabilidade docente: percepções de docentes egressos de um Curso de Licenciatura em Ciências Naturais no Amazonas

Abstract

The Brazilian educational system has been seeking, over the last decades, to implement a model of school education that ensures greater quality assurance, which involves the ideas of a comprehensive education, stimulating the development of different dimensions of the human being through the acquisition of new ones. knowledge, skills and attitudes, in a critical-reflexive way and the consequent mobilization of these acquisitions so that different competences are developed. Notwithstanding, this ideal is incorporated at the heart of our most recent educational legislation, it is opportune to know the conception of active teachers on the subject and to deepen this discussion, both in schools and among those charged with preparing government agendas, especially with regard to public policies for education. In this sense, this research aims to contribute to the debate, analyzing the conception of teachers who graduated from the Natural Sciences degree on the importance of promoting the development of skills during students' learning, especially in Basic Education. This research had the participation of 21 interviewees, being 15 professors who graduated from the Course of Natural Sciences at UFAM, working in Basic Education and, 06 teachers who form the framework of that degree. Data collection involved a questionnaire with closed questions and a semi-structured interview, whose data were interpreted in the light of Content Analysis under a mixed approach that combines quantitative and qualitative methods, based on three Concepts of Conception on the Importance of Skills. The comparison between the perceptions of the groups surveyed pointed to a tendency towards a slightly greater appreciation of specific skills in Natural Sciences, followed by general skills and, finally, the skills of other areas of knowledge that were below the previous ones. We sought to know the most valued skills and those considered to be of less importance to the interviewees. The interviewees 'statements indicated, in general, that the teachers consider themselves co-responsible for the implementation of strategies that stimulate the development of skills during their students' learning. The Science teacher has understood the need to implement diversified strategies in the classroom, enabling students to build meaningful learning directly related to the use of different languages, collective work with the encouragement of autonomy, scientific, critical and creative thinking; and, empathy and cooperation, among other aspects that guided the definition of categories of analysis defined a posteriori. We try to establish a relationship between these factors and the referred perceptions, an analysis that, in our view, reflects the influence of teacher educators on the trainees, during their experiences in the context of the degree. Despite making references to different factors in their statements, it was not possible to establish a significant relationship between conception and teaching action. This appreciation of skills by the interviewees leads us to conclude that initial training has contributed to the idea of collective action in which elements such as interdisciplinarity and responsibility are inserted in this teaching identity.