As potencialidades de uma intervenção pedagógica ancorada na autorregulação da aprendizagem para a formação docente em Física.

Abstract

This research arises from the constant need to contribute to the initial teacher training in Physics, which needs to invest in practices that help the students of this degree to be inserted in the school context, offering actions that promote the learning of Physics. Thus, this research aims to plan, implement and evaluate a pedagogical intervention, carried out with undergraduate students in Physics, investing in the development of self-regulatory competences for teacher training. The methodology consists of a pedagogical intervention, implemented in 27 meetings, having as participants 10 students of this course, members of the Pibid-Physics group of a university in the southern region of Brazil. Data collection tools, questionnaires, lesson plans, audio recordings and field diaries were used as data collection instruments. The data collected were interpreted through the Content Analysis technique, evidencing the effects of the pedagogical intervention on the performance and perceptions about the teaching of the students involved. From this analysis emerged two axes: development of self-regulatory competences for teacher training and changes opportunized by the collaborative context. It was also analyzed the pedagogical intervention itself, considering its potentialities and limitations. The findings of this research reveal that undergraduate students in Physics, when performing their pedagogical practices in schools, were active in the process of learning to teach, planning, performing and evaluating their activities, thus developing self-regulation skills, such as planning strategically, use teaching and learning strategies, self-reflection and group work. In addition, the results indicate a transformation in the motivation to learn, as well as changes in the participants' conceptions about learning and teaching. These could be opportunized by the collaborative context in which the activities were developed, propitious to the unleashing of the learning co-regulation. In view of the results of this research, the thesis is that a pedagogical intervention anchored in self-regulation of learning promotes initial teacher training in physics, since it can develop self-regulatory competencies for teaching and allows changes in the conceptions and motivation of future teachers in what is concerned with learning and teaching, making them more qualified teachers and, consequently, more prepared to teach and improve the physics learning of students in elementary schools.