As experiências formativas narradas por professores para a constituição da docência em ciências nos anos iniciais

Abstract

This research is linked to the Postgraduate Program in Education at the Federal University of Juiz de Fora, in the research line of Languages, Cultures and Knowledge, as it investigates aspects related to teacher training and identification with teaching and teacher knowledge. The study is grounded in the theoretical and methodological assumptions of Narrative Research, drawing from the works of Clandinin and Connelly, Imbernón, Bolívar, Domingues and Fernandez, Prado, Soligo, Sá, Cunha, Nóvoa, Josso, Passeggi, Ferrarotti and Benjamim. Its focus is to investigate, among the formative experiences narrated by teachers in the early years, those that contributed/contribute, or not, to the process of identification with teaching Science; and the elements and experiences that mark the teaching practice and professional development of the teachers who took part in the research. Therefore, the research question guiding this study is: What training experiences enable teachers in the early years to identify, or not, with teaching Science? To answer this question, Narrative Interview Cycle and biograms (Bolívar; Domingo; Fernández, 2001) were used with fifth-grade teachers responsible for teaching Science subjects. The dissertation is structured in the form of letters to organize the theoretical and methodological discussions and analyses conducted. The choice of this textual genre aims to establish a dialogue between specific interlocutors the researcher ("me”) and readers interested in the research theme, the authors informing this research, fellow researchers, Basic Education teachers, among others. To conclude the dissertation and integrate the insights discussed in the ten letters composing this research, several considerations are presented to prompt teachers to reflect on their identification with teaching. These considerations were based on the interpretation of the teachers' narratives and their dialog with research in the field of Education, especially Science Education: (i) it became evident that, for participating educators, identification with teaching Sciences began in childhood and influenced their choice of a degree in Science; (ii) from the literature review, it was possible to see initiatives that seek to teach Science in the early years with an interactionist, scientific and investigative approach; (iii) in the initial training of polyvalent teachers (in the different types of teacher training courses offered in person or at a distance, by public or private institutions), mandatory or elective subjects would be needed that deal with the contents of the different subject areas in greater conceptual and methodological depth. Polyvalence comprises the teaching of the different subjects present in the curriculum of the initial years, and; (iv) based on the experiences of participating teachers, teaching Sciences in childhood can assist in building virtues, values, and skills that shape a person's character from an early age. Consequently, this research hopes to encourage colleagues in this profession to contemplate their life experiences and educational background that contributed, or not, to their identification with teaching Sciences in elementary school; as well as collaborating with studies on teaching Science in the early years of elementary school and teacher training