O desenvolvimento de processos investigativos e formativos no Ensino de Ciências: da formação do professor ao ensino

Abstract

The present research aims to analyze investigative training and teaching processes in order to deepen the understanding of the processes of Research-Training-Action for Science Teaching (IFAEC), in the context of initial teacher training. The study is qualitative in nature, bibliographic and documentary, and was carried out through a bibliographic review of the state of knowledge type in the Theses and Dissertations Database (BDTD) of the Brazilian Institute of Information and Technology (IBICT), focused on investigative Science teaching present in the initial and continuing training of teachers and in Science teaching, as well as an analysis of the Internship Completion Works (TCE) of interns in the seventh phase of the Degree course in Biological Sciences at the Federal University of Fronteira Sul (UFFS), Cerro Largo/RS campus. The analysis methodology and production of results were based on the content analysis of Bardin (AC) (2011), developed in three stages: pre-analysis, exploration of the material and treatment of the results obtained and interpretation. The results arise from two movements: i) bibliographical review, in which we verified that the academic works analyzed showed that the conceptions of investigative teaching are of technical, practical and, mainly, critical rationality, with research focused on investigative processes in continuing training and teaching Science in basic education, in addition to presenting investigative strategies present in the development of investigative teaching in Science; ii) analysis of teaching plans developed by interns, in which: a) we identified the stages of IFAEC: problematization, planning, action, evaluation and modification, as well as the way in which this teaching methodology was developed and understood by undergraduate students during the development of teaching plans, following these stages, so that they presented three investigative strategies: teaching through investigation (EI), investigative experimentation (Exp. I) and educating through research (EP), with the following frequency: EI (42:45), Exp. I (29:45) and the EP (11:45), which shows the presence of investigation as a fundamental methodology in Science teaching, based on reflective investigative assumptions; b) we analyzed the reflective narratives of graduates based on the production of planned classes, in which they presented the constituent elements of training in Science as based on teaching practice – internship, dilemmas and concerns, elements of initial training and the proposition: prospective reflection. As elements of a good teacher, we find: class awareness, theme and content mastery, students' reality, practical experimental activities, training needs, inventions and reflections, scientific training, teacher researcher, continued training and, finally, IFAEC presented great investigative-formative potential, being present in 11 narratives implicitly and, in eight, explicitly. Thus, we realize that investigative-training processes based on IFAEC have pedagogical potential as a teaching and training strategy for Science teachers, as they enable the teacher's learning and investigative and reflective practice.