Capacidades docentes de professores de física em formação continuada

Abstract

This research is at the interface of the fields of Physics Teaching and Applied Linguistics, with the general objective of investigating the development of teaching capacities of Physics teachers in a course with a critical-reflective-collaborative perspective, about the textual genre scientific report in Basic Education. The specific research objectives were: to investigate the representations of course-teachers about the experimental practices developed in their school realities; to analyze the teaching capacities developed by the teacher-course participants in the continuing education course; and to understand the knowledge acquired by the teacher-course participants about Physics contents for school teaching. The objective of the action was to develop and implement a course for Physics teachers that contemplated the experimental practices in Physics Teaching; the textual genres of the scientific sphere; and the textual genre scientific report. The work is theoretically and methodologically based on discussions about: (i) the teaching professionalism and the training of Physics teachers; (ii) the ISD assumptions; (iii) the concepts of critical reflective practice and collaboration; (iv) of teaching knowledge and capacities; (v) of the research-action-critical-collaborative methodology; and of experimental practices in the teaching of natural sciences. The research corpus was constituted by the oral texts of three Basic Education Physics teachers, produced in the continuing education course and analyzed adopting the Thematic Orientation Segments and Thematic Treatment Segments. Regarding the first specific research objective, we noticed a higher occurrence of teachers' speech turns in the contexts of pedagogical, linguistic and axiological macro-dimensions. Regarding the second specific objective, the most mobilized teaching capacities were to seek/know and teach/use textual genres; to reflect about the relations between theory and practice; and to reflect about their own actions. We identified new teaching capacities, which refer to self-evaluation, evaluation, methodology, and theoretical knowledge. In relation to the third specific objective, we identified knowledge appropriated by the teacher-course participants associated with the development levels of concepts (contents of buoyancy/ Archimedes' principle and CTS interrelationships), of action capacities (the use of language in Physics Teaching, the unity theory-practice, the work with experimental practices, and lesson planning), and of persons (past-present and collective-self opposition, teacher self-representation, the work context, and the wider social voices present in the teaching work). Based on these results, we conclude that the continuing education course composed of theoretical and practical reflective activities contributed to the development of knowledge and teaching abilities of the teachers-course participants in the scope of Physics Teaching, and enabled the critical reflexivity of the teachers in the collective actions carried out, reaching aspects that go beyond the scope of the knowledge of natural sciences, such as linguistic knowledge, and promoting the constitution of the professional teaching identity with broad knowledge that go through different levels of development.