Formação contínua dos professores do bloco pedagógico: um estudo sobre as contribuições para o ensino de Ciências

Abstract

The research “Continuing Education of Teachers in the Pedagogical Block: a study on the contributions to Science Teaching”, was developed from the following problem question: Does the Continuing Education of teachers in the Pedagogical Block contribute to Science Teaching? The main objective of the study was to understand the Continuing Education of the teachers of the Pedagogical Block and its implications in Science Teaching. Specifically, we initially seek to identify the concepts of Continuing Education and Science Teaching of trainers and teachers, then we analyze the Continuing Education of the pedagogical block: the limits, challenges and possibilities for Science Education. This is a qualitative research (CRESWELL, 2010), where we used participant observation (BRANDÃO, 1999) and semi-structured interviews as techniques. For the construction of this study, we have the contributions of authors who discuss teacher education, among them: Imbernón (2009; 2010; 2011), Nóvoa (1991; 1995), Ghedin (2006), Tardif (2014); as well as authors who investigate the teaching practice in Science Teaching, such as Carvalho and Gil-Pérez (2011), Delizoicov, Angotti and Pernambuco (2009), among others. From the analysis of the data obtained, the concept of Continuous Training present among teachers is that of practical rationality, related to reflective processes where they seek the acquisition and construction of new knowledge about the teaching-learning process. The concept of Science Education is conceived as knowledge in construction, understanding of the world and preparation for scientific and citizen training. As for the limits, we highlight: the excessive workload of teaching work, the precariousness of teaching materials and the lack of adequate structure in schools. Regarding the challenges, the following were highlighted: the production of scientific knowledge by the teacher, the use of educational technologies and didactic strategies with students, the need to expand the training spaces enabling the construction of the exercise of thinking about practice, in addition to training directed towards student literacy and literacy. Thus, we identified in this study that the DDPM / SEMED proposal in a Collaborative Network of Continuing Education, contributes to Science Teaching, as it brings possibilities for teachers to be builders of their own knowledge when it assigns, during the formative processes, meanings their experiences. Keywords: Continuous Training. Pedagogical Block. Science teaching