Formação continuada de professores de ciências da natureza: contribuições de uma pesquisa colaborativa para a construção de uma prática docente reflexiva

Abstract

The general objective of this research is to understand the potential and possible limitations of a training process with science teachers, from the municipal of Juiz de Fora, from the perspective of collaborative research, through reflection on teaching practice and the construction of didactic sequences based on Active Learning Methodologies with a view to professional teacher development. To do this, we used theoretical references on teacher isolation Júlio Diniz-Pereira, Andy Hargreaves; reflection on teaching practice Isabel Alarcão; teacher professional development Paulo Menezes and Carlos Marcelo and as a theoretical-methodological reference we used Ivana Maria Ibiapina's collaborative research. We designed a training process, with 20 3-hour meetings, to be our corpus of analysis. We used an initial questionnaire to register for the training process and through the answers we built up a profile of the teachers taking part in the research. We used audio and video recordings to map the meetings in order to optimize subsequent analyses. We also conducted individual interviews and a focus group to evaluate the training process. The analysis of the data gathered during the research shows us that teacher isolation continues to be a striking feature of professional identity, with strategic isolation being the most easily perceived. We also noticed that teachers reflect on their professional practice, but have difficulties systematizing this reflection and developing it into a collective reflection on teaching practice. However, when they were given the opportunity to construct didactic sequences based on active methodologies, they showed that they had learned about this approach in the training process and tried to expose themselves and contribute collaboratively to the work developed by their colleagues. We conclude that it is essential to build public policies to encourage the construction of collaborative groups in school communities in order to encourage the development of research into one's own practice, providing an opportunity for systematic reflection on this action and promoting teachers' professional development.