Formação continuada: algumas compreensões sobre o processo formativo a partir das concepções dos professores de Ciências

Abstract

The present work, of dissertation nature, is part of Researches on Science and Mathematics Teachers Formation, linked to the Graduate Program in Science and Mathematics Teaching from Universidade Federal de Pelotas. It aims to understand, this research aimed to understand, through of the teachers' conceptions, the potential contributions of the Continued Formation Process, in order to improve the teaching practices in Sciences Teaching. Thus, I tried to develop the analysis, considering the forming activities developed by the Municipal Education Secretary from Bage/RS in 2010, 2011 and 2012. So, I investigated and problematized the conceptions of eight Sciences' teachers, from the local network, about their continuous formative process. Then, inspired on Antonio Nóvoa's studies I propose a theoretical approach between the teaching profession and continued formation programs, from a critical and reflective perspective. The research was realized in a qualitative approach through the case study method. The aspects analyzed were continued teacher formation politics and the relationship between continued formation and pedagogical practice. Systematic data collection occurred in August till December of 2013, by applying the following instruments: document analysis, applying an initial questionnaire, conducting semi-structured interviews, video recording of teaching practices and discussions in the focal group. The data analysis of semi-structured interviews and focal group was submitted by the Discourse Textual Analysis – ATD. results indicate the valuation of continued formation for professional development, social commitment of the teaching profession, the need for innovation pedagogical practices with a view to promoting learning and improving the quality of Science Teaching. The study also indicates some of the factors that can facilitate and / or hinder the changes in pedagogical practice, in addition to presenting the contributions and limits of continued formation of Science's teachers. Finally, as part of the results, I mention the preparation of educational product, based on the theoretical and methodological course built for execute this research.