The Art-science-culture interface as a way to innovate the initial education of Physics teachers

Abstract

There are many possibilities for the promotion of innovations in the initial teacher education, but few actions have effectively materialized in the classroom practice. The purpose of this paper is to contribute to the initial education of Physics teachers, presenting and discussing an innovative pedagogical proposal, in the perspective of professional development, in the context of the Physics undergraduate course at Federal University of Triângulo Mineiro (UFTM), Minas Gerais, Brazil. We worked specifically in the disciplines "Instrumentation for Physics Teaching" (IEF) and "Supervised Curricular Internship IV" (ECS IV). The work was developed in different themes of Physics, linking them to the art-science-culture triad, in a non-fragmented and evaluative approach and fostered by interdisciplinary and contextualized actions, is socialized with the purpose of maximizing the performance of the future teacher, with a bias of curricular innovation, in evaluative and methodological scope. We sought to elaborate and apply an educational object as a way of evaluating the actions of future teachers, at the intersection between the IEF and ECS IV, in which the themes discussed in IEF promoted the application in ECS IV. It is conjectured that the proposed actions were fully implemented, providing new experiences to the students in relation with the concepts worked in the University and culminating in methodological, curricular and evaluative innovations at school´s classroom, through new dressings for traditional Physics.