Prazeres, Valdenice de Araújo2017-01-312017-01-312016-02-23PRAZERES, Valdenice de Araújo. Licenciaturas interdisciplinares em ciências naturais na UFMA: análise crítica de um modelo de formação docente no contexto de reestruturação da universidade brasileira. 2016. 242f. Tese (Doutorado em Educação) - Centro de Educação, Universidade Federal do Rio Grande do Norte, Natal, 2016.https://repositorio.ufrn.br/jspui/handle/123456789/21824It presents here results of a researchsurvey that sought to investigate and critically analyze the assumptions and foundations have supported the implementation of interdisciplinary Degree course in Natural Sciences in its original version, under the Federal University of Maranhão (UFMA). The creation of this degree occurred in the context of Brazilian educational reforms initiated in the last decade of last century and was made possible by the Programa de Apoio a Planos de Reestruturação e Expansão das Universidades Federais (REUNI). Broke the assumption that the teacher training model proposed by this type of degree, due to the fact of being tied to philosophical, political and pedagogical orientations of neoliberal currently underway in Brazil, as well as oppose to the reform projects Brazilian education defended by representative bodies of professional education has limited possibilities to adequately meet the demands of society to improve the quality of teacher training for basic education. From a theoretical point of view, the research is supported in view of the historical-critical pedagogy, especially in Saviani and Duarte, but dialoguing with authors nationally known as Gold, Sguisssard, Frigotto, Kuenzer, Machado, among others, and the produced theoretical elaborations movements organized by educators in recent decades, especially the ANFOPE. As for the methodological aspects, there was the analysis of key national documents concerning the restructuring of Brazilian universities and those related to the context of the genesis of these new degrees to the first phase of its implementation in UFMA. Were also carried out semistructured interviews with teachers who participated in this process from the outset, representatives of the four campuses that in 2010 offered only this degree format (Bacabal, Grajaú, Pine and St. Bernard), in order to ascertain their views and ratings on the political pedagogical project of the course and the conditions for its implementation. Data analysis showed that the interdisciplinary degree courses, offered in the context of expansionist UFMA, they operate under a move that increased the representation of this University in the state and led to higher education for historically excluded populations this level of education. In the case of Natural Sciences Degree, despite the positive aspects such as contributing to the dialogue between the academic background and the context of future performance due to the effort to overcome the technical and instrumental rationality by the appreciation of reflexivity on the school routine, as well as address the lack and / or teachers of disability to work in Basic Education in this area, this format slightly favors the theory and practice unity and a solid theoretical and interdisciplinary training. Secundarizar the theoretical knowledge and overestimate the thematization of an alleged practice, contributing to the depletion of both the field of education sciences as the specific scientific area. In fact, it proposes is ridiculous to many historical forms of fragmentation, such as lightening, superficiality of the initial training, the desintelectualização process (a) teacher (a), degradation and structural instability of supply conditions of that training process.Acesso AbertoFormação docenteExpansão da educação superiorREUNILicenciaturas interdisciplinares na UFMALicenciatura interdisciplinar em ciências naturaisdoctoralThesisCNPQ::CIENCIAS HUMANAS::EDUCACAO