Initial training of teachers in Pedagogy Course for Science Education: involved subjects representations

In this qualitative research we have, as a proposal of discussion, the process of initial formation of the teachers that act with Science Education in the initial years of Elementary School, specifically. The problem that arises from the research object is: How has the formation of pedagogues occurred, considering its preparation to work on Science teaching and learning process in the early years of elementary school? This formative process is configured in a determinant phase for the skills development that will be required in classroom. From this perspective, we sought to verify whether, in the understanding of the subjects involved in this initial training process (teachers of the Science discipline, coordinators of the courses, advisors of the Supervised Internship and undergraduate students), the Pedagogy course has been providing knowledge to work with the discipline of Science. In order to reflect on the research problem, the context of four Higher Education Institutions that offered the presential pedagogy course in the city of Cascavel/PR, Brazil, was chosen as the research scenario. The treatment and interpretation of the material collected through interviews and questionnaires were carried out based on the Content Analysis. The results of the research indicate that the Pedagogy course contributes with theoretical, practical-methodological knowledge for the teaching performance in the initial years of Elementary School. However, in relation to the specific knowledge, it remains in the superficiality, since that in face of the limited workload allocated to this area, it cannot cover the breadth of knowledge related to the content required for the professional's performance