Panorama nacional da inserção de astronomia na licenciatura em pedagogia: reflexões a partir dos projetos pedagógicos de curso

Abstract

The Teaching of Astronomy is still little studied in undergraduate courses, especially in the Pedagogy course. Aiming to make a survey between Astronomy and its inclusion, or not, in the curriculum of the initial formation of the Pedagogy course, this research aims to investigate the presence and characteristics of Astronomy Teaching in Pedagogical Projects of Pedagogy Courses (PPC) of Higher Institutions Federals of the capitals of Brazil. The choice of these institutions is justified by the understanding that they form a relevant number of professionals. The methodological framework used for this study is Bardin's Categorical Content Analysis (2016). The available results indicate that there are Science subjects in all the Pedagogy courses analyzed, specifically adding a total of 66 subjects found in relation to Science Teaching, Environmental Education and Astronomy Teaching. To carry out the categorization of the disciplines, we had three approaches built by Batista (2016), related to: conceptions and trends, theoretical-methodological aspects and theoretical-practical basis of the disciplines. Most disciplines focused on the dimension of conceptions and trends. Specifically, the disciplines that presented elements of Astronomy add up to only 6, among the 66 disciplines identified, which means that only 10% of the total of disciplines are in line with a curriculum aimed at training teachers for Teaching Astronomy in the early years of Education Fundamental. In addition, of the 6 subjects, 2 are optional. Finally, it is considered that the mandatory curriculum of Pedagogy courses in the Federal Universities of the country, for the most part, does not offer astronomy content for the initial training of teachers in the initial years.