Processos de investigação-formação-ação em ciências e as compreensões sobre metodologias de ensino dos professores de ciências e biologia em formação inicial

Abstract

This investigation aims to understand the relationship between the methodologies of Science teaching, Research-Training-Action in Science (IFAC) and the initial training of Science and Biology teachers. In this process we consider reflection as a formative category, since it allows to analyze and rethink teaching practice. The instrument used to guide the reflection was the training diary in which the undergraduate students wrote, through narratives, about their own experiences, conceptions and understandings. In this context, it was possible to recognize the undergraduate students' understandings about their memories, their conceptions of science teaching and the transformations of these views, going through rationalities, starting with technique and in search of criticism. When reflecting, the teacher tends to improve his conceptions, understandings and actions in a teaching context. Therefore, it is proposed the dialogue between undergraduate and teacher educators as a way of reflecting on teaching through the intervention of the master's student due to the Teaching Internship. The process was conducted with 14 undergraduate students enrolled in the curricular component of Practice as a Curricular Component III (PeCC III). Second-order researchers are assumed to investigate the narrative writings of other researchers, the undergraduates. In this sense, the question arises: how can the dynamization of the process of initial training of Science and Biology teachers by IFAC provide advances in the undergraduate students' understanding of Science teaching methodologies? It is assumed that initial training processes mediated by IFAC in the context of PeCC III would allow the graduates to have critical dialogues, transforming concepts that would re-signify the methodologies of science education. In the search for methodological paths, this IFAC presents elements of the qualitative approach. The documentary research was carried out in dissertations and theses found at the Brazilian Digital Library of Theses and Dissertations (BDTD) of the Brazilian Institute of Information in Science and Technology (IBICT), and the thematic content analysis revealed the theoretical lines and different conceptions about Research -Action (IA). The documentary research in the training diaries of the 14 graduates by the Discursive Textual Analysis (ATD) of the narrative writings made it possible to compose the mosaic landscape, through the emergence of understandings, designed through reflective cycles (intermediate categories) and reflective spirals (final categories). Nine reflective spirals were created during the investigation: 1) Stories and memories of the undergraduates about Science classes during Basic Education; 2) Teachers' memories about science teachers; 3) Knowing the present through the past: memories of methodologies in science teaching; 4) Knowing the past from the present: the conceptions of Science teaching in the process of IFAC of PeCC III; 5) A new expanding spiral: transforming the reasons for teaching Science; 6) Science methodologies and teaching: conceptions and reflections; 7) Mosaics, methodologies and experimentation in PeCC III: transforming concepts of practical classes; 8) A new mosaic on Science teaching plans and methodologies; and 9) Reflections on the challenges of the Covid-19 Pandemic: necessary (trans) training and a new look at the mosaic. This IFAC, in the context of PeCC III, allowed undergraduates critical dialogues and transformation of concepts, giving new meaning to science teaching. In addition, as presupposed by analyzes on spirals and reflective cycles, this process was inherent in the teaching constitution of those involved. In this context, it was possible to reflect on the analysis of formative movements about IFAC in promoting critical and / or emancipatory rationality in science education.