Narrativas e memórias: experiências de formação inicial na licenciatura em Física da Rede Federal de Educação

Abstract

This study investigates the academic and formative trajectories of physics teachers graduating from Federal Institutes, emphasizing the impact of individual experiences on the construction of professional identity. The general objective is to understand how initial teacher education in Physics at Federal Institutes contributes to the construction of teaching identity and the professional practice of graduates. The specific objectives include: (1) analyzing the challenges faced during training; (2) investigating the integration of theory and practice in the course curriculum; (3) evaluating the application of educational policies, such as the National Education Council / Full Council (CNE/CP) Resolution No. 2/2015; and (4) verifying the participation of students in research, extension, and teaching initiation activities. Using oral history methodology, semi-structured interviews were conducted with graduates of the Physics Teaching degree at the Federal Institute of Education, Science, and Technology of Bahia. The narratives were analyzed considering aspects such as the challenges faced during training, the integration of theory and practice, and the application of educational policies. Additionally, the participation of students in research, extension, and teaching initiation activities was investigated. The results revealed the importance of an integrated approach to teaching, research, and extension in preparing future teachers, highlighting the need for continuous reflection on educational practices in Federal Institutes, contributing to a broader understanding of the formative experiences of physics teachers and strengthening undergraduate programs within the Federal Education Network.