A formação continuada de professores de ciências e o desenvolvimento profissional docente

Abstract

This study is aimed at continuing education for teachers in the area of Natural Sciences and its Technologies (CNT). Our intention is to recognize the role of continuing education in Teacher Professional Development (DPD) of science teachers. For this, we have, as a guiding problem, investigate: what is the role attributed to the process of continuing education by science teachers throughout their careers? What are the different perceptions of teachers in different teaching career cycles, about the formation process? To this end, we investigated six science teachers from the public education network of Basic Education, in different cycles / phases of the teaching career, two in the initial cycle, two in the intermediate cycle and two in the final cycle of the teaching career. The teachers, participating in the research, are also active participants in the extension project: Formation Cycles in Science Teaching at the Federal University of the Fronteira Sul (UFFS), Campus Cerro Largo / RS. In the Formative Cycles, teachers, teachers of Basic Education in the CNT area and graduates in Biological Sciences, Chemistry and Physics participate in a collaborative and shared way. This program focuses on ResearchFormation-Action (IFA). Our object of research is the oral narratives of the teachers participating in our investigation, which were built from a conversation / dialogue, where they were instigated to report their life stories, turning more precisely to their formation (initial and continuing education), teaching in Sciences (being a teacher) and its practices. These conversations were recorded, transcribed and analyzed through thematic content analysis, which configures this research as being of a qualitative nature. The teachers' narratives demonstrated the potential of the IFA as one of the possible paths for the DPD, recurring our defense in betting on a continuous formation of teachers with shared and collaborative bias, based on the IFA. The constituent elements of this formation model point to the improvement of action, through critical reflection and the investigation of the practices of these professionals, from the school context, in addition to expanding their formative horizons, assuming themselves as teachers in constant formation.