Pedagogic content knowledge in university teaching: discourse analysis of physics teachers
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Abstract
This research aims to identify the Pedagogical Content Knowledge of four university Physics professors at a public university in Rio de Janeiro, based on their speeches about their practices. It is understood that in Higher Education there are several criticisms regarding the practices and pedagogy of teachers who did not have training correlating pedagogical knowledge to content knowledge. The research was based on references linked to Teaching Knowledge and PCK and on the Bakhtinian reference for Discourse Analysis, defending that social interactions influence the statements of each subject. Among the results, it is possible to note the importance of mastering specific knowledge in pedagogical strategies for a more critical and reflective teaching, breaking with an education that aims purely at the transmission of content, without concern for the sociocultural context.
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