Processo de investigação-formação-ação docente: uma perspectiva de constituição do conhecimento tecnológico pedagógico do conteúdo

Abstract

The research is in line 1, Curriculum Development and Teacher Training, of the Programa de Pós-graduação em Educação nas Ciências da Universidade Regional do Noroeste do Estado do Rio Grande do Sul (Unijuí). We investigated the understanding of science teachers, in initial and continuing education, about the constitution of Technological Pedagogical Content Knowledge (TPACK), in interactive action-research-training (ART) processes with information and communication technologies (ICT). We question: What is the evidence that interactive processes of ART, with ICT, developed and signified by science teachers in Basic and Higher Education, constitute TPACK? It is a qualitative research based on the IFA framework (GÜLLICH, 2012, 2013), TPACK framework (MISHRA; KOEHLER, 2006) and historical-cultural approach in Vigotski (2007) and Wertsch (1998). The IFA was developed in a self-reflective community consisting of the interaction triad (ZANON, 2003; LEITE; ZANON, 2018), consisting of teachers of Natural Sciences, fellows or collaborators of the Programa Institucional de Bolsas de Iniciação à Docência (PIBID) - Biological Sciences subproject. We held nine formative and audio-recorded meetings in 2017/2 on the role of ICT in the constitution of science teachers. We analyze the transcriptions of audio-recordings; answers to initial questionnaires; comments to questions on facebook; logbooks and focus group transcripts. These analyzed from the discursive textual analysis (DTA) (MORAES, 2003; MORAES; GALIAZZI, 2016), which consists in the production of understanding of the investigated phenomenon, since the unitarization, categorization of information and production of comprehensive syntheses (metatext) and microgenetic analysis (GÓES, 2000), to identify evidence of interaction and cognitive development of the subjects. The interlocutions between the teachers triggered reflexive movements, propitiating the evolution of the conceptual understanding about TPACK and ICT as cultural instruments of cognitive development, constantly appropriated and resignified, in the professional practice. The formative processes of IFA, through reflection and interaction, constituted new self-reflexive cycles of science teacher knowledge, influenced by the interdependence between contextual factors - intrapersonal, interpersonal, cultural/institutional and physical/ technological. The discussions promoted the theoretical deepening, in a work with ICT, in interactive processes of IFA, in Science Teaching, aiming at the resignification of the understandings about the constitution of TPACK in the initial and continuous formation. We highlight in the intentional process established by the IFA, interrelations between the structuring elements – personal disposition, professional interposition, pedagogical composition, investigative recomposition and public exposure - as constituents of teacher education. These elements provide new cycles in the self-reflective spiral of the constitution of teacher knowledge, the understanding of ICT as cultural instruments of cognitive development and the implementation of the actionresearch-training model in the teaching of science (ARTTS), in which training happens in development of the curriculum. The proposition of the ARTTS model was made possible due to the intentionality of the IFA movement, through the articulation between teacher education in curriculum development, in the historical-cultural perspective. This reflexive movement problematizes the formation, in a collaborative process, by the triad of interaction between the teachers. The ARTTS becomes fruitful by the reflective and collaborative process, with appropriate investigative deepening to provide the cognitive development of students of Basic Education and graduate students in Higher Education.