Processos de constituição docente: o papel do conhecimento pedagógico de conteúdo e as articulações com a investigação-formação-ação em ensino de ciências

Abstract

This research analyzes and reflects on the role of Pedagogical Content Knowledge (PCK) in the initial training of Science teachers based on Research-Training-Action in Science Teaching (IFAEC). Thus, the general objective was to understand the role of the PCK in the formation of professors based on an IFAEC process. In this sense, it starts with the following issues: What is the role of the PCK in initial training and teacher constitution? How does the development of PCK occur in the initial training of Science teachers? What are the potentialities of the IFAEC for the development of the PCK? As a hypothesis, it was defined that when investigating the interaction triad between teachers in initial training, Basic Education (EB) teachers and training teachers, it will be possible to perceive that the teaching constitution permeates university training and that the PCK is developed in teaching practice and from reflection on, for and in action, becoming a permanent process. The research participants were 13 graduates of the Licentiate Course in Biological Sciences, who were duly enrolled in the discipline of Supervised Curricular Internship II, six teacher trainers and three EB teachers. It is noteworthy that the undergraduates were finalizing the writing of their experience reports, reflecting and analyzing their own teaching practice. For the production of research data, two instruments were used: closed questionnaire and semi-structured interview. The data analysis of this research was based on Content Analysis. Initially, it is believed that it is necessary to analyze what Brazilian researches say about PCK in teacher education. This investigation process can help identify references in the area and understand the discussion at the national level. Therefore, chapter one presents a review of Brazilian dissertations and theses, available at the Brazilian Digital Library of Theses and Dissertations (BDTD) of the Brazilian Institute of Information in Science and Technology (IBICT), in which it was possible to analyze the conceptions and contributions of the authors of Brazilian research in relation to PCK in the training of science teachers. In chapter two, an attempt was made to recognize the complexities involved in the development of the PCK and its repercussions on the teaching constitution from the IFAEC process, in which the questionnaire responses and narratives of the undergraduate students' interviews were analyzed, a process that resulted in two reflective spirals: Teaching Constitution: complexities, challenges and influences; Life trajectories and Education: implications for the teaching internship and teaching strategies. And, in chapter three, the potential of interactions between undergraduates, teacher trainers and EB teachers was investigated based on the participants' responses to the questionnaire and their oral narratives from the interview, emerging three reflective spirals: Memories of Teaching Strategies in Basic Education: how were the contents that I teach today taught?; Marks of initial training and its teacher constitution processes; Past, present and future: the challenges of training teachers. Thus, it was possible to identify and understand, based on oral narratives and questionnaire responses, the constraints on teacher constitution processes and the PCK of teachers in training (or graduates): their memories of school and initial training, experiences and influences in their teaching practice and teaching strategies, the influence of Basic and Higher Education teachers and the school curriculum. In these processes, it is evident that undergraduate students form their teaching identities based on the relationships they build with other subjects and reflective movements. In this way, reflection is considered a formative category, as it is believed that it allows analyzing, rethinking and modifying teaching practice, through the IFAEC stages: problem, observation, reflection, planning and action, which can enhance the development of a permanently critical and reflective PCK in the teaching profession.