Ciências na escola: o papel de uma comunidade autorreflexiva na formação e docência de professores

Abstract

This research aims to understand the contributions and implications of the Science at School Project in the formation and teaching of Science teachers participating in a self-reflexive community constituted by this project. The qualitative study, of the Investigation-Action (IA) type, had thematic analysis of contents in two scenarios: i) theoretical that comes from the results of the review article about the main theme and ii) contextual referring to the analysis of conversations guided sessions carried out with teachers participating in the Self-Reflexive Community Sciences at School. In the first part of this study, we carried out a state-of-theknowledge review about the continuing education of teachers in the field of Natural Sciences and Technologies (NST), recognizing the role of the University-School (US) relationship based on Brazilian Theses and Dissertations , and in the second part based on the analysis of the guided conversations with the 33 active teachers participating in the self-reflective community who agreed to participate in the study. We analyse how they developed and what contributions online continuing education processes have and the effect of formation on practices in Science Teaching with technologies/remote. Based on the results constructed so far, we believe that the US relationship and formation based on the Investigation-Formation-Action (IFA) perspective, focused on professional development, permeated by learning contexts and in a continuous movement of collaboration between teachers.