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We present here results of a study of longitudinal character, which sought to follow a group of future physics teachers of a State University in São Paulo, in Brazil, from the beginning until the conclusion of the teacher training course. The main objective was to understand how the research outcomes have been introduced or interfering in the education of these future teachers. In order to do that, we analyzed the possible variations in their imaginaries of aspects related to a possible 'good teacher' and the 'evaluation of learning'. Data collection was carried out through questionnaires that were administered annually. The data were treated through Discourse Analysis, originated by Pêcheux and developed in Brazil by Orlandi and other researchers. Among the results obtained, we have noted the strength and impact that the course and its pedagogical project have on the students, and that the conditions of discourse production were fundamental for the change in their imaginaries regarding those themes.

Sao Paulo State University - UNESP School of Sciences Education Department Bauru Campus

Sao Paulo State University - UNESP School of Sciences Science Education Postgraduate Programme Bauru Campus

Sao Paulo State University - UNESP School of Sciences Education Department Bauru Campus

Sao Paulo State University - UNESP School of Sciences Science Education Postgraduate Programme Bauru Campus