Entre el saber científico y la pregunta por la pedagogía: análisis de un trabajo de grado de la Licenciatura en Física de la Universidad Distrital

Abstract

The teacher training has become into a relevant issue, given the current situation of education in Colombia. In this regard, it is necessary to raise a discussion by the way of what ideas about the research processes acquire the teachers in formation, what conceptions about education they transmit and with what ideas about their discipline they arrive at the school environment, among other matters. For this purpose, dissertations leading to a degree, a fundamental requirement for obtaining a professional title, becomes in relevant documents for the analysis of teacher training and are taken as an object of study, since its review allows us to analyze how future teachers are thinking about research, how the affair of discipline and its teaching is thought, and, for the specific case of this research work, it is possible to verify what is evidenced of physics as a discipline and how its teaching materializes. Thus, in order to delimit the present research, one physics teacher dissertation from District University was chosen, in that, different characteristics of the teacher's speech were observed, in that sense it is important to highlight the construction of a particular idea about science associated with the technique; Likewise, a clear tendency towards a technical discourse focused on the development of skills to form ideal citizens for modernity was observed. Finally, different aspects related to teacher training were evidenced, among which is important to emphasize the naturalization of some conceptions and the non-differentiation of relevant concepts.