RELAÇÃO TEORIA E PRÁTICA NA ELABORAÇÃO DE SABERES DOCENTES NO CURSO DE LICENCIATURA EM FÍSICA.

This article analyzes the relation theory and practice in the process of elaboration of knowledge in the formation of the physics teacher. The purpose is to understand the conceptions of this relationship expressed in the formative practices. It is based on the results of a qualitative research carried out in an Undergraduate in Physics. The methodology is qualitative approach with data obtained through semistructured interviews with course teachers and documentary analysis of the Pedagogical Course Project and the Pedagogical Practice Regulation. The analysis of the data takes the proposal of Bardin (1999) taking the steps of pre-analysis, analytical description and referential interpretation. The conclusions point out that the formative practices in the Undergraduate in Physics express contradictions between the project of the course and the elaborated knowledge. [ABSTRACT FROM AUTHOR]