A prática da transversalidade na formação de professores para o Ensino de Ciências, nas universidade públicas da cidade de Manaus

Abstract

The reflection about the practice of transversality leads to some questioning about the teacher training. Under the disciplinary vision, what one realizes is knowledge built on a fragmented process in which the subject is separated from the object. Therefore, some pertinent questions arise, which are in the origin of this research: How does the practice of transversality has been put into effect in the training of Science teachers? How can the practice of transversality contribute to the training of Science teachers, so that they can correspond to the contemporary challenges? In order to answer these questions, the research took place in two public universities: the Universidade Federal do Amazonas (UFAM) and the Universidade do Estado do Amazonas (UEA). The educational reform is the fundamental basis to boost the interdisciplinary process depending on the attitude of all the involved parts. It is important to mention that without this indicator, there will be no changes, once the process is rooted in the traditional posture, facing the challenges of the contemporary world. The practice of transversality doesn’t occur in the teacher training, except for the undergraduate course of Natural Sciences at UFAM, which aims to train in the transversal perspective; the teachers who work in state schools do not practice transversality and, when they do it, what we have is a “pseudo-transversality”. Therefore, the process of training teachers of undergraduate courses of Sciences needs to contemplate interactions and interdependencies, senses, convergences and necessities of a collective construction, without which it will be very difficult to understand the complex dimension of the educative process. The present research has shown the necessity of rethinking the training of future Science teachers. In this connection, the transversality can lead to a revolution in the pedagogic practice, as it puts an end to the confinement of teachers to pedagogically formalized activities and increases the responsibility with the students’ training. Therefore, the practice of transversality must imply changes in the teachers’ posture facing the challenges of the contemporary world turned to a commitment with teaching based on comprehension of reality, citizenship and constant seek to valorize life. In elementary school, the transversality aims especially to create room for reflection and contextualization of social issues, but unfortunately the teacher training does not yet contemplate these perspectives, which constitute the bases of transversality. Thus, the research, from the focused reality, aimed to give a different meaning to the curriculum by pointing Environmental Education as an instrument which is capable to implement the practice of transversality in the training of teachers of basic Sciences. Keywords: Teacher training, Transversality and Teaching of Sciences, Environmental Education and Complexity.