Processos de investigação-formação-ação no ensino de ciências e suas implicações na formação de professoras dos anos iniciais

Abstract

This research reflects on the research-training-action processes in Science teaching and its implications for the training of Early Years teachers. Thus, the general objective was to understand the relationships between Research-Training-Action in Science Teaching (IFAEC) and the continued training of teachers who work in the Initial Years. In this sense, we start from the following issues: what are the implications of an IFAEC process in the training of Early Years teachers in Science Teaching? How to qualify Science teaching processes in the Early Years through IFAEC in teacher training? We consider the hypothesis that IFAEC processes can have a significant impact on teacher training and Science teaching in the Early Years. We also propose that continuing education processes mediated by IFAEC, in the context of the Initial Years, enable teachers to engage in critical dialogues and transform concepts that can give new meaning to the Science teaching methodologies used in teaching practice. Initially, Brazilian research on Action Research and Science teaching in the Early Years was analyzed. This process helped to identify references in the area and understand the discussion at a national level. Therefore, in the first part of this study, a review of Brazilian dissertations and theses was carried out, available in 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 map the conceptions and the contributions of authors produced in the country, analyzing Action Research (AI) in Science teacher training in the Early Years. In the second part, we sought to understand the contributions of the authors of dissertations and theses research produced in Brazil on the training of Science teachers for the Early Years and Action Research (AI), in the constitution of styles and collectives of thought that characterize the research on the topic, present in the analyzed database. In this study, it was noticed that the database research and the identified reference authors break with the technical cycle, or at least we reflect through AI on teacher training in our country. In the third part, we investigated the trajectory formative, initial and continuing, as well as their perspectives in relation to Science teaching, from a group of seven teachers who work in the Initial Years, in a public school. Using the data collection instruments: questionnaire and study group training diaries, Content Analysis was carried out. It was noticed that teachers are formed and influenced by their teachers throughout their school life. And, in the fourth part, we sought to identify teaching methodologies and strategies, as well as the difficulties encountered in teaching in the Early Years in Science teaching. In this context, IFAEC allowed teachers to engage in critical dialogue and transform conceptions, giving new meaning to Science teaching. Therefore, it was possible to reflect on the analysis of training movements regarding IFAEC in promoting critical and/or emancipatory rationality in Science teaching in the Early Years.