O papel da sistematização de experiências no processo de investigação-formação-ação de professores de ciências

Abstract

The present study is aimed at understanding the dynamics of science teachers' continuing education processes. Our objective is to understand the role played by the Systematization of Experiences (SE) process in a situated context of Science teacher formation that develops Research-Formation-Action (IFA). Faced with this, we have as a guiding problem to conceptualize and understand: what is shown as SE in the IFA process of Science teachers who participate in an interactive context between initial and continuing education? In order to answer our research problem, we proceeded with a literature review about the systematization processes in teacher formation contexts, as a way of proposing a conceptual advance in relation to the understanding of SE, as well as analyzing Formation Diaries (DF) and Experience Reports (RE) of research professors who participate in an interactive context of initial and continuing education, namely: Formative Cycles in Science Teaching at the Federal University of Fronteira Sul (UFFS), Campus Cerro Largo/RS. In the Formative Cycles in Science Teaching, the IFA in Sciences (IFAC) is taken as a model for teacher formation, in which critical reflection is seen as a formative category, and the training collective follows the principles of formation in a triad of interaction in order to be collaborative and shared among teacher formation; teachers of Basic Education in the area of Natural Sciences and its Technologies and teachers in initial formation of the courses of Biological Sciences, Chemistry and Physics, at UFFS. Our research objects are 14 theses and dissertations and the writings of reflective narratives from 15 DF and 14 RE of research teachers participating in the Formative Cycles in Science Teaching. These narratives were analyzed through Textual and Discursive Analysis, which configures this research as qualitative and as a phenomenological and hermeneutic path. The analysis of theses and dissertations point to the understanding of SE as a macro-process central to the triggering of IFAC, acting as a potentiating element of collective critical reflection, which culminates in the construction of teaching knowledge/identities, in professional and curriculum development. Investigating professors (authors of theses and dissertations) who make use of the SE process during teacher education mediated by the IFA, presented more Meaning Units (US) focused on the design of Critical IFA. This is a result that demonstrates the importance of the efforts undertaken, in recent years, with the development of collectives of Teacher Formation (Science) with a continuous character and that value SE, dialogue and reflection to the detriment of the old molds. The analysis of the FD of the research professors participating in the Formative Cycles in Science Teaching, allowed us to verify the10 importance of the FD for the SE process, since the FD is understood by the research professors as a Space for Systematization and Re-signification of Experiences. The RE showed us that during the SE, which is based on a process of writing and (re)writing of RE, the research professors develop their IFAC process by advancing the form of reflection and by developing the stages of the self-reflexive spiral, achieving the purposes re-signification of teaching knowledge and professional development. In this way, SE becomes essential when we aim at formation through the IFAC model in the search for the transformation of the practice and processes of teaching and learning.