Exper(ci)ências no processo (des)formativo de uma professora

Abstract

On my formative process of teacher education and in teaching in Early Childhood Education, I have always been bothered by the fact that Science Teaching is considered to be of lesser importance than other disciplines. This led me to reflect on my scholastic and academic formation from the non formal spaces, this because they have a centrality in my first beliefs of development of the Teaching of Sciences. In this sense, this research has as a general objective to understand how non-formal spaces can act as an Experience in my formation as a science teacher. To do so, I take the understanding of Experience prescribed by Larrosa (2002) that elects the movement to stop and feel, to look at what happens to me during my formative trajectory on Science Teaching. In an attempt to practice teaching from the exper (sciences), I develop an activity to be developed in a non formal space (in a tree in the parking lot of the Normal Higher School) with the students of the Pedagogy course, problematizing the invented activities and giving visibility for the differentiation in approaching the theme of the five senses in search of a (de) construction of the way I look at Science Teaching. This activity enabled me to (re) signify my concepts and conceptions beyond what is common and naturalized as truth: nature, the senses and their organs, the parks, the squares. In addition, it helped me to compose a new look, to feel new sensations from the moment I choose another point of view, that is, the tree dialoguing on the elements necessary for the design of the most sensitive teaching exercise. In this sense, the research contributed to my knowledge of other possibilities of looking at the Sciences beyond teaching in the classroom or using the Forests with their automatically defined stops that limit the possibilities of the student's exper.