Práticas pedagógicas de modelagem na Educação com professores de Ciências e Matemática

Abstract

This research, textualized in multipaper format, deals with pedagogical practices of Modeling in Education in a context of continuing education with Science and Mathematics teachers. It includes the studies developed in the Line of Teacher Training and Pedagogical Practices of the Graduate Program in Science Teaching at the Federal University of Fronteira Sul, Campus Cerro Largo. The general objective is to investigate what are the implications of a process of continuing education mediated by pedagogical practices of Modeling in Education through Research-Training-Action (IFA) in Science and Mathematics (IFACM) for the professional development of teachers. In order to reach the objective, we proceeded with a literature review, conducting semi-structured interviews with 7 teachers who work in the final years of Elementary School and, subsequently, developing a process of continuing education with Science and Mathematics teachers. Data were constituted from the transcription of interviews and continuing education meetings, which, like the texts from theses and dissertations, were analyzed using Discursive Textual Analysis (DTA), configuring this research as qualitative. The review study allowed the understanding of research carried out involving continuing education of teachers and Modeling, which turn to understanding the influence of training on the practice of teachers and reveal the understanding of the model attributed to the notion of representation and Modeling as a process for creating models. Among the researches analyzed, those that present the Investigation-Training-Action (IFA) bias show the adoption of the researcher teacher's perspective. The analysis of the interviews, which constitutes a movement of problematization of the teaching practice of the teachers participating in the research - the first cycle of the self-reflective spiral -, denotes their understanding of a model linked to something to be followed, to the representation of something concrete and physical or as something ready-made, and refer to Modeling as a teaching strategy, related to research or to the process of study and representation. Furthermore, the discursive interactions developed during the interviews revealed aspects related to teaching practice, which are discussed based on the knowledge categories presented by Lee Shulman. The analysis of continuing education, in its first category, represents the movement of observation and reflection, as provided for by the IFA, which reveals emerging problems in the pedagogical practice of the participating teachers. The second category, on the other hand, textualizes elements referring to the experience of the ME process, which are guiding for the advancement and constitution of new IFACM cycles, evidencing a reflexive movement of the participating teachers about and for the teaching practice and the need to transform it , From this formative process, mediated by modeling via the IFACM, cycles of the self-reflective spiral of the research teacher and the participating teachers are constituted and developed, implying a movement of teacher professional development.