O processo de investigação-formação-ação e o ensino de ciências na formação continuada de professores da educação infantil

Abstract

The study presents an investigation carried out within the scope of the Graduate Program in Science Teaching (PPGEC) of the Federal University of Fronteira Sul (UFFS). The research theme included the continuing education of teachers who work in Early Childhood Education, in a process of Research-Training-Action (IFA) with attention to Science Teaching. The research problem sought to answer: What is this that is shown about Science Teaching in Early Childhood Education in a context of continuing teacher training by the IFA movement? In order to answer the research question, we carried out a literature review and followed a training process with a group of teachers who work in Early Childhood Education. The information collected from the literature review and from the recording of the training meetings constituted the research corpus. For the analysis, we had the Discursive Textual Analysis (DTA) as a guide, which allowed for a greater impregnation of the corpus, through the multiple movements of reading, unitarization, categorization and elaboration of the new emergent. The results constructed through the bibliographic review indicated the need to provide opportunities for studies on Science Teaching, as a potentiator of learning and child development in spaces for continuing teacher education. And by analyzing the training meetings held with the teachers, it is possible to state about the importance of mirroring practices as a way of qualifying the understanding of Science Teaching in Early Childhood Education. Furthermore, pedagogical training from the perspective of Educating through Research indicated the importance of this study to help teachers organize investigative learning situations. The research carried out reinforces that the collective study, in a process mediated from the needs of the context, is fundamental for the (re)construction of the teachers' knowledge.