A formação científica e humanística do professor de física: possibilidade de ação comunicativa e atos-limites na construção colaborativa do estágio curricular supervisionado

Abstract

Overcoming the established traditions of a technical and instrumental nature in the Supervised Curricular Internship process of undergraduate courses in Brazil is necessary for the development of critical thinking in an educational system suffocated by the failures of capitalism. By prioritizing dialogic interaction, cooperation and the joint construction of knowledge, the supervised internship can train Physics teachers who are better prepared for an education that articulates scientific knowledge with a humanistic perspective. Therefore, we aim to understand a process of training future Physics teachers based on the perspective of action-research and Science, Technology and Society Education that took place in a Supervised Curricular Internship discipline, in light of Jürgen Habermas’ Theory of Communicative Action and Paulo Freire’s Dialogical Liberating Education. It is based on Communicative Action conceived in Jürgen Habermas’ Critical Social Theory articulated with Paulo Freire’s Dialogical Action. Based on the main references of the Critical Theory of Society, especially on the theoretical proposals of Jürgen Habermas’ Theory of Communicative Action and Paulo Freire’s dialogic action, it was possible to outline a scenario of crisis of rationality in the formation of undergraduate physics courses in Brazil. Science, Technology and Society Education is linked to these theories with the aim of contemplating theoretical, methodological and epistemological aspects of the educational and formative process of future Physics teachers. Educational action research is taken as a research concept under the aegis of the thought of Paulo Freire and Jürgen Habermas. The data were collected through direct observations and audio recordings of meetings at the university and through document collection – undergraduate students’ teaching plans and final reports. The meetings at the university were recorded, transcribed and analyzed in light of the Habermasian analysis device. The results indicate that STS Education and educational action-research reveal a theoretical consonance, promoting a critical reflection on educational practice and the social context. From the perspective of Habermasian theory, action-research has proven to be extremely effective in addressing contemporary sócio-scientific issues, emphasizing the rational approach to teaching practice as an essential act for reflection and self-reflection to promote changes in Physics teaching. It is worth noting that Habermasian analysis goes beyond a descriptive methodological approach, as it focuses on social relations, dialogue and communication, exploring how these elements can shape and transform society. Thus, the training proposal presented here is part of a broader project to transform teaching practices, which values an education capable of promoting both the development of technical skills and the comprehensive training of educators and students, committing to the construction of a more just and equitable society, where everyone can develop their potential.