Ambientes cocriativos como espaços propulsores do desenvolvimento profissional docente de professores de ciências

Abstract

The term "co-creation" was initially applied to discuss learning in corporate environments, focusing on practices and didactics favorable to creation and humanization in processes of knowledge development with collaborative perspectives. Despite its origin in applied social sciences, co-creation deals with relationships that we consider pertinent and inherent to processes of development and teacher professionalization. In this sense, we start from the principle that collaborative practices that stimulate the development of creativity in experimental activities in science classes can enhance the learning process and consequently the professional development of science teachers. From this principle emerges the central question of this research, that inquires which are the elements for establishing environments conducive to collaborative creation among teachers for science teaching. To answer this question, we seek to understand the elements and necessary conditions for establishing cocreative environments among science teachers, which can stimulate the development of experimental activities in elementary science classes. Furthermore, we seek to map the elements that encourage the exchange of experiences and list the limitations for the constitution of these spaces in the school environment, aiming to understand the dynamics of teacher development during these processes. For this, we seek to dialogue with theoretical contributions from the educational field that explore the contribution of collaboration and dialogue as stimuli for creativity and teacher professional development, such as Day, Freire, Fiorentini, Nóvoa, among others. In terms of methodological aspects, we adopted an applied research approach, qualitative, exploratory in nature, which was conducted in the environment of an extension course for elementary science teachers held at a public university. Data collection occurred through participant observation, logbook, and focus group, considering the joint creation process and established in the course environment. The analysis of these data provided the necessary inferences to weave some reflections. Thus, it was possible to identify conditions and challenges that are significant for the establishment of spaces that stimulate co-creation in the school environment. We observed that the main condition is related to the quality of the interaction process among teachers, which encompasses perspectives, experiences, and knowledge, being a basic premise for the exchange of knowledge and collective construction in a co-creative process. The fact that teachers indicate limited support from school management regarding collaborative practices and little predisposition in the school environment for actions favorable to collaboration and the promotion of co-creation stands out as a challenge.