Formação inicial de professores e feiras de ciências: análise da atuação de licenciados em matemática e física da Ufopa na FECITBA-PA (2018- 2024)

Abstract

This study aims to analyze the performance anda formative contribuitions of undergraduate studentes of Degree in Mathematics and Physics of the Federal University of Western Pará (UFOPA) at the Science and Educational Tecnologies Fair of the Lower Amazon Mesoregion – Pará (FECITBA-PA) between 2028 and 2024. Methodologically, this is na exploratory, quantitative and qualitative study. Dada collection is based on documentary and field research, based on the analysis of institutional records on undergarduate students’ participation in the Science Fair and on oral accounts from 11 undergraduate students in mathematics and physics. As a result, 182 undergraduate students from different UFOPA programs have participated in the Science Fair, serving as event organizers, evaluators, and/or Project advisors. Of these, 42 are affiliated with undergraduate programs in mathematics and physics. The analyzed reports indicate the performance of various activities, wich vary according to the role, such as: participation in meetings about the event, organization of the physical and virtual event space, production of Graphic materials, evaluation and development of scientific initiation projects, among others. The contente analysis of the reports allowed us to identify nine categories that express the formative contributions of the experience with the Science Fair: A. Communication anda interpersonal skills; B. Experiences in collaborative network; C. Coordination with other institucional projects of the University; D. Developmente of autonomy proactivity, and leadership; E. Knowledge of how to organize and participate in Science Fairs; F. Understanding how scientific work is produced; G. Understanding the value of scientific inition in schools; H. Overcoming pedagogical commom sense; and I. Commitment to a more humane education. Based on the categories, it can be concluded that participation in FECITBA-PA contributes to a more practical, humane, and integrated inicial teacher training by combining academic knowledge, concrete experiences, and social commitment. Futhermore, it reinforces the importance of colaborative practices as a foundation for networking and for Building a teaching profession commited to dialogue and educational transformation.