(Im)pertinence of the pedagogical disciplines in the courses of Physics, Mathematics and Chemistry of Higher Education: What is the perception of teachers, in activity, about this question?

Abstract

In this article we evaluate the perception about (im)pertinence of the formal pedagogical
knowledge of teachers of Physics, Mathematics and Chemistry of the Federal University of Goiás,
Regional Catalão (UFG / RC), Goiás-Brazil. We compare the perception of these teachers according
to their area of action training (knowledge), their pedagogical training, their degree and the time
of teaching experience. The results indicate that teachers do not perceive as relevant to have
formal knowledge of models and pedagogical conceptions, that is, they do not deem pertinent
/ necessary. Finally, we present a discussion of the factors perceived as most important for the
practice of these teachers.