O Ensino por investigação: desafios e possibilidades para a formação de professores

Abstract

Inquiry-based teaching has been shown to be a promising approach for overcoming traditional pedagogical practices, especially in teacher training, and promoting more participatory and investigative teaching. This work aims to understand how inquiry teaching has been articulated in the training processes of basic education teachers in the national and international literature, as well as to develop and validate a continuing education proposal for Guinean and Brazilian teachers. The research used an exploratory methodological approach, with a bibliographic review, in order to identify articles on continuing teacher training based on proposals for inquiry teaching. The articles identified were analyzed using Content Analysis, including the stages of pre-exploration, floating reading, selection of recording units, categorization and interpretation of the data. It was not possible to find any articles that proposed or developed training processes based on the inquiry teaching approach. However, the texts selected, according to the descriptors defined, were important for expanding the bibliographic base with a view to developing a training proposal model. Seven categories were constructed, namely: definition of inquiry teaching; active student participation and reflection on continuing teacher training; details of the approach - IS; pedagogical conception of inquiry teaching; a new perspective on teaching and learning and the importance of teacher training. The proposal was validated by primary school teachers from Juiz de Fora during a focus group. The validation meeting highlighted the importance of promoting collaborative moments between teachers to share experiences, contributions and criticism of teaching practice.