A formação continuada de professores e o desenvolvimento profissional docente: relações e implicações nos ciclos formativos em Ensino de Ciências

Abstract

The present study is the result of research carried out in the Master's Degree in Science Teaching of the Postgraduate Program in Science Teaching at the Federal University of Fronteira Sul Campus Cerro Largo and covers the line of research Teacher formation and pedagogical practices. Its theme is the continuing formation of teachers and Teaching Professional Development: relationships and implications in the Formative Cycles in Science Teaching in a context of training teachers in the area of Natural Sciences and their Technologies (CNT). The continuing training carried out in the Formative Cycles in Science Teaching is based on Research-Formation-Action and aims to promote the teacher's critical reflection in the training process. The research problem consisted of identifying the relationships and implications for the continued formation of Training Cycles in Science Teaching for Teaching Professional Development, taking into account the context of current curricular reformulations. The main objective sought to understand the relationships between continuing teacher training and Teaching Professional Development. The methodology is qualitative in nature, consisting of a bibliographical review, of the state of knowledge type and through the analysis of answers to a questionnaire applied to Science teachers, participants in the Formative Cycles in Science Teaching Extension Program. The analyzes were carried out using Content Analysis. The results of the bibliographic review indicated three thematic focuses regarding the relationship between Teaching Professional Development and Continuing Training: a) aspects of continuing formation; b) the nature of the research and, c) ways to enhance Teaching Professional Development, using the constituent elements of Research-Formation-Action as indicators. The results of the analysis of the questionnaires indicated Teaching Knowledge and Shared Formation as necessary focuses to be considered in the context of continuing education. And these aspects reinforced Nóvoa's five positions for the professional training of teachers, namely: Personal Disposition, Professional Interposition, Pedagogical Composition, Investigative Recomposition and Public Exposure. We conclude that Teaching Professional Development occurs throughout the teacher's career and can be enhanced in a context of shared formation, as well as the Formative Cycles in Science Teaching that provide opportunities for dialogue between peers and reflection in a process of Research- Formation - Action.