A investigação-formação-ação como modo de potencializar a compreensão acerca do ensino de ciências por investigação na formação continuada de professoras

Abstract

This study addresses Research-Training-Action as a theme as a way of enhancing the understanding of Science Teaching through Research with a group of teachers from the early years of Elementary School. The main objective of the research was the implementation and monitoring of the Investigation-Training-Action training process. We aim to understand whether the training context enhanced the understanding of Science Teaching through Research. In the continuing education that was carried out, we had the intention of making possible understandings about the insertion of this approach in the pedagogical practices of the teachers. The theoretical assumptions and training models that guided the training were Research-Training-Action and Research-Training-Action in Science Teaching, with attention to the assumptions of teaching in a historical-cultural perspective. The research, with a qualitative approach, was developed with a view to critical reflection and had, as a contribution to the production of results, the Discursive Textual Analysis. The results showed us the importance of continuing education for teachers who work in the early years, especially to help with conceptual issues in Science, to promote shared reflection through formative dialogue, mirroring practices and writings. reflective. Furthermore, we emphasize that carrying out the study and encouraging the development of investigative activities aimed at Science Teaching made it possible to highlight the following formative movements: opportunity to qualify Science Teaching, contribution of Science Teaching by Investigation to the development of Higher Psychological Functions and the teaching protagonism that were shown in the selfreflexive spirals of the training model that was adopted. The results also reinforce the importance of continuing education to develop an investigative profile in the teachers. This was possible through the formative meetings that provided a collaborative space for carrying out studies and exchanging experiences relating classroom practice to Science Teaching by Investigation.