A “fronteira” universidade escola: um estudo a partir da curricularização da Extensão na formação de professores
Data
2019-08-15
Autores
Santos, Paloma Marques dos 
Orientadores
Gouw, Ana Maria Santos
Tipo
Dissertação de mestrado
Título da Revista
ISSN da Revista
Título de Volume
Resumo
O presente trabalho trata-se de uma pesquisa qualitativa realizada a partir da análise da curricularização de um programa de Extensão, desenvolvido em um laboratório didático da Unifesp campus Diadema, denominado Centro Aprendiz de Pesquisador (CAP), que tem por objetivo aproximar os estudantes da educação básica da universidade e realizar atividades experimentais e investigativas que promovam a divulgação científica. O principal objetivo desta pesquisa foi analisar o processo da curricularização da Extensão a partir da associação do programa de Extensão CAP com uma Unidade Curricular (UC) do curso de Ciências – Licenciatura e verificar quais são as contribuições dessa associação para a formação inicial de professores. Os dados foram obtidos a partir da observação participante, da utilização de questionários e por meio da realização de entrevistas com os sujeitos da pesquisa. Esses dados foram analisados dentro dos pressupostos teóricos da análise de conteúdo. Para isso, realizou-se inicialmente uma análise sobre as perspectivas e desafios na efetivação do programa de Extensão no curso de Ciências – Licenciatura da Unifesp, quais eram as percepções dos graduandos sobre o fazer extensionista e quais contribuições a Extensão, a partir de sua curricularização, trouxe para a formação inicial de professores. Os resultados obtidos demonstraram os principais desafios e possibilidades na efetivação do programa CAP, revelaram que os graduandos têm em sua maioria uma percepção da Extensão relacionada à interação entre a universidade e a sociedade e que por vezes essa interação tem caráter unidirecional, ou seja, que a universidade é quem detém um conhecimento e que ele será transpassado para a sociedade, sem que haja uma troca de saberes. Os dados coletados também apontam a Extensão como um importante componente no que tange a formação inicial de professores, foi possível verificar que a partir da curricularização, os graduandos puderam colocar em prática o que estão aprendendo na UC, além de terem uma maior interação com os alunos da educação básica e terem, portanto, um retorno sobre sua prática docente. Os graduandos também relataram a importância do programa para inserção dos alunos das escolas visitantes no ambiente universitário, servindo essa experiência como forma de incentivo ao acesso às universidades públicas. Este estudo considera que a Extensão é um importante componente no processo de formação inicial de professores, pois possibilita que os graduandos tenham a oportunidade de relacionar a teoria e a prática, além de reforçar habilidades da profissão docente. Considera também que a curricularização da Extensão foi um aliado na viabilização do desenvolvimento das ações extensionistas, principalmente para contornar problemas relacionados a escassez de recursos financeiros para a Extensão. A curricularização assegurou ainda uma maior associação entre Ensino, Extensão e Pesquisa que trouxe um retorno para além da academia, pois os alunos da educação básica tiveram a oportunidade de vivenciarem o ambiente universitário, servindo de incentivo ao acesso ao ensino superior público.
The present work is a qualitative research carried out from the analysis of the curricularisation of an extension program, developed in a didactic laboratory of the UNIFESP campus Diadema, called The Apprentice Center of Researcher (CAP), which has aim to approximate the students of the basic education and from the university's and perform experimental and investigative activities that promote scientific dissemination. The main objective of this research was to analyze the process of the curricularisation of the extension from the association of the CAP Extension program with a curricular unit (UC) of the course of sciences – degree and to verify the contributions of this association for initial teacher training. The data were obtained from participant observation, from the use of questionnaires and through interviews with the research subjects. These data were analyzed within the theoretical assumptions of content analysis. For this, we initially conducted an analysis of the perspectives and challenges in the implementation of the extension program in the course of sciences of Unifesp, which were the perceptions of the undergraduate students about the extensionist actions and what contributions to Extension, from his curricularisation, brought to the initial formation of teachers. The results showed the main challenges and possibilities in the implementation of the CAP program, revealed that the undergraduate students mostly have a perception of the extension related to the interaction between the university and society and that sometimes this interaction has a unidirectional character, that is, that the university is the one who holds a knowledge and that it will be transroasted into society without an exchange of knowledge. The data collected also point to extension as an important component in relation to initial teacher training, it was possible to verify that from the curricularisation of extension, the undergraduate students could put into practice what they are learning in the UC, besides having Greater interaction with students of basic education and therefore have a return on their teaching practice. The undergraduate students also reported the importance of the program for the inclusion of pupils from visiting schools in the university environment, serving this experience as a way to encourage access to public universities. This study considers that extension is an important component in the initial teacher education process, since it allows undergraduate students to have the opportunity to relate theory and practice, in addition to reinforcing skills of the teaching profession. It also considers that the curricular extension was an ally in the feasibility of the development of extensionist actions, mainly to circumvent problems related to the scarcity of financial resources for the extension. The curricularisation of extension also ensured a greater association between teaching, extension and research that brought a return beyond the academy, since the students of basic education had the opportunity to experience the university environment, serving as an incentive to access to public higher education.
The present work is a qualitative research carried out from the analysis of the curricularisation of an extension program, developed in a didactic laboratory of the UNIFESP campus Diadema, called The Apprentice Center of Researcher (CAP), which has aim to approximate the students of the basic education and from the university's and perform experimental and investigative activities that promote scientific dissemination. The main objective of this research was to analyze the process of the curricularisation of the extension from the association of the CAP Extension program with a curricular unit (UC) of the course of sciences – degree and to verify the contributions of this association for initial teacher training. The data were obtained from participant observation, from the use of questionnaires and through interviews with the research subjects. These data were analyzed within the theoretical assumptions of content analysis. For this, we initially conducted an analysis of the perspectives and challenges in the implementation of the extension program in the course of sciences of Unifesp, which were the perceptions of the undergraduate students about the extensionist actions and what contributions to Extension, from his curricularisation, brought to the initial formation of teachers. The results showed the main challenges and possibilities in the implementation of the CAP program, revealed that the undergraduate students mostly have a perception of the extension related to the interaction between the university and society and that sometimes this interaction has a unidirectional character, that is, that the university is the one who holds a knowledge and that it will be transroasted into society without an exchange of knowledge. The data collected also point to extension as an important component in relation to initial teacher training, it was possible to verify that from the curricularisation of extension, the undergraduate students could put into practice what they are learning in the UC, besides having Greater interaction with students of basic education and therefore have a return on their teaching practice. The undergraduate students also reported the importance of the program for the inclusion of pupils from visiting schools in the university environment, serving this experience as a way to encourage access to public universities. This study considers that extension is an important component in the initial teacher education process, since it allows undergraduate students to have the opportunity to relate theory and practice, in addition to reinforcing skills of the teaching profession. It also considers that the curricular extension was an ally in the feasibility of the development of extensionist actions, mainly to circumvent problems related to the scarcity of financial resources for the extension. The curricularisation of extension also ensured a greater association between teaching, extension and research that brought a return beyond the academy, since the students of basic education had the opportunity to experience the university environment, serving as an incentive to access to public higher education.
Descrição
Citação
SANTOS, Paloma Marques dos. A “fronteira” universidade escola: um estudo a partir da curricularização da Extensão na formação de professores. Diadema, 2019, 141p. Dissertação (Mestrado em Ensino de Ciências e Matemática). Universidade Federal de São Paulo.