A residência docente em Ciências da Natureza no Colégio de Aplicação João XXIII: memórias de experiências formativas e investigação curricular a partir da pesquisaação colaborativa

Abstract

This text is configured as the Final Teaching Work of the Biological Sciences resident at the João XXIII Application School (ApS) and is arranged in two chapters with different objectives. Chapter 1 is an experience report that brings together reflective memories of the residency's formative process on different fronts: subjects, teaching and research. It is concluded that the great contribution of the residence is to live the praxis under the guidance of more experienced teachers in a very rich collaboration. Chapter 2 socializes a collaborative action research (IBIAPINA, 2008) which seeks to assist in the development of an institutional curriculum proposal (CP) for the Natural Sciences (NS). We then seek to map, with the teachers who work with the NS, in the different teaching segments, what are the contents that they consider to be structuring in elementary and high school. For this purpose, we are theoretically guided by the National Curriculum Parameters (BRASIL 1997, 2000), in the meaninful learning theory (MOREIRA, 2012), in Paulo Freire's ideias (1987; 1996) and in the CTSA approach (BAZZO et al, 2000). And from the content analysis (FRANCO, 2008) of the semi-structured interviews and a focus group, we point out some important conclusions: i) Science teaching in the early basic education is a means for training competent readers; ii) there is a predominance of contents from Biological Sciences area in Elementary Education (EE) and also a difficulty integration between áreas of NS; iii) Chemistry and especially Physics gain bigger systematization and deepening only in the 9th year EE; iv) the programmatic content of PISM has a big influence on the teaching practice of high school teachers; v) scientific culture - language, method and a curious and questioning attitude - were elements valued by all ApS teaching segments and deserve to be highlighted in the CP; vi) the most quoted structuring contents are related to the study of Matter; vii) the thematic organization of the contents is the one that best articulates the theoretical framework with teachers' speech. Therefore it is the organization defended for the CP of NS of the ApS. Based on this text, we believe it is possible to strengthen the teaching residency program at the Federal University of Juiz de Fora, pioneer in Brazil, so that more recent graduates teachers can have access to this continuing education from a guided praxis as well as assisting in the elaboration of a CP designed for a meaningful science teaching and learning process, with integration between the different areas that comprise it, socio environmentally engaged and cohesive throughout basic education.