A constituição docente de professores de ciências e matemática em formação continuada

Abstract

This study is an investigation into the formative process of Science and Mathematics teachers from the production of narratives, considering the need to think about continuing education and which elements contribute to the professional formation of teachers. Thus, dialogues are proposed with various theorists among them, António Nóvoa stands out as a benchmark for defending the narratives in continuing education and professional teaching as potential for reflection on the educational practice itself. Thus, the objective is to understand what the narratives of Science and Mathematics teachers, in continuing education, reveal about their teaching constitution. To this end, we seek to answer the following questions: How are the themes Continuing Education of Mathematics Teachers addressed, narratives and teacher constitution in dissertations and theses in the period from 2009 to 2019? What teaching knowledge is expressed in the narratives in the form of interviews and the writing of memorials by Science and Mathematics teachers? What are the implications of narratives for teacher constitution? How do the elements of teaching work present themselves in the teachers' narratives? This study is characterized as a qualitative research, as it is concerned with portraying the perspective of the investigated subjects. In addition to the bibliographic mapping, the constitution of the data took place through the narratives of 20 Science and Mathematics professors, who participated in the continuing education program called “Training Cycles in Science and Mathematics Teaching” at the Federal University of Fronteira Sul – Cerro Largo Campus. In this collective, teachers of basic education, undergraduates and teacher trainers participate in a collaborative and shared way. The data are analyzed according to the procedures of Content Analysis according to Laurence Bardin, following three steps: pre-analysis, material exploration, treatment of the obtained results and interpretation. Throughout the study, researchers' conceptions are evidenced through a bibliographic mapping on the researched theme in order to recognize Brazilian researches about narratives in the context of continuing education. The authors of the research argue in their work that narratives when adopted in the context of teacher education for a formative bias are potential. In the narratives of the investigated teachers, from the in-depth reading of the references that underlie the theme and the dialogue established between these references and the empirical data, we recognize the understanding: i) of the mobilization and transformation of the amalgamation of teaching knowledge, based on the experiences, experiences and reflections arising from the pedagogical practice; ii) the implications of thenarratives for the process of teacher constitution, considering the reflexive movement on and for pedagogical practice; iii) the elements that constitute the teaching work, which make it possible to understand the conditions of teaching practice, as well as reveal possibilities for professionals to face the school space as a work environment, of (self)training and of professional fulfillment. From this, it is highlighted that the narratives both in oral and written form allowed a better understanding of the process of teacher constitution.