Formação em Física: Percepções Iniciais dos Licenciandos e suas expectativas para a Docência

Abstract

Understanding the initial perceptions of undergraduate students is of primary importance not only as a means of guiding students on their academic journey, but also as a fundamental tool for optimizing the training process, ensuring a more robust and effective preparation for the teaching practice. The study aims to analyze the perceptions of undergraduate students in the 1st semester of the Physics Degree course at a Federal Institute of Science and Technology in the Northeast region, identifying their motivations and initial expectations. The analysis is justified by the importance of understanding students' motivations when entering the course, which makes it possible to adapt teaching strategies to better meet their needs and interests. In this context, the central problem lies in investigating the initial perceptions of Physics graduates about their training, seeking to identify gaps and challenges in the professional development process. This qualitative study is configured as applied research, focusing on practical issues. Data collection was carried out through a semi-structured questionnaire made available online, using the Google Forms form as a tool. The research highlights the importance of teaching strategies adapted to the digital age in the training of Physics graduates, aiming to provide a dynamic learning experience. Furthermore, the need for integration between disciplinary and pedagogical knowledge is emphasized. Despite the challenges, graduates demonstrate commitment to their training and to contributing to education and society, preparing themselves to play an active role as future Physics teachers.