Training journeys mediated by digital technologies in the initial formation of the Physics teacher: reflections from the experience in a Teaching methodology discipline ; Jornadas formativas mediadas por tecnologias digitais na formação inicial do professor de Física: reflexões a partir da experiência em uma disciplina de Metodologia do ensino

This paper presents a training journey, mediated by digital technologies, set in the discipline of Teaching Methodology, which is part of the initial training of the Physics teacher, through the distance education modality, at the University of Brasília. The aim was to redefine the offer of a hybrid learning experience, methodologically structured from notions of formative journeys in learning cycles and arcs. The approach chosen was that of an experience report members of the teaching team and other professionals who contributed to the development and evaluation of the model, carried out from a (re)analysis of the recordings of the synchronous meetings, the scrutiny of the results of the application and re-application of the profile survey questionnaire, the experiences and learning and the results of student performance. Despite the deleterious effects of the Covid-19 Pandemic, it was possible to clearly detect evidence of significant learning, materialized in the works presented at the end of the course. This result, by itself, justifies the model developed, induces the (re)application in different contexts and encourages the adoption of critical and disruptive reflections about the ways of teaching and learning in higher education and, in particular, in the area of Physics. ; Este artigo apresenta uma jornada formativa, mediada por tecnologias digitais, ambientada na disciplina de Metodologia do Ensino integrante da formação inicial do professor de Física, pela modalidade EaD, na Universidade de Brasília. Teve como intuito ressignificar a oferta de uma experiência de aprendizagem híbrida, metodologicamente estruturada a partir de noções de jornadas formativas em ciclos e arcos de aprendizagem. A abordagem escolhida foi aquela de um relato de experiência de integrantes da equipe docente e outros profissionais que contribuíram com o desenvolvimento e a avaliação do modelo, realizada a partir de uma (re)análise das gravações dos encontros síncronos, do escrutínio dos resultados de aplicação e reaplicação do ...