Da formação continuada de professores de ciencias : ações, razões e emoções

AUTOR(ES)
DATA DE PUBLICAÇÃO

1997

RESUMO

The present work has the object to investigate in order to restore the professional pedagogical life trajectories of female Science Teachers which have partaken of some continued and collective reflection process to the effect of promoting changes in their teaching practice in a theorical and methodological level. In this way, this discussion attempts to contribute to search for some pedagogical practice epistemology by this continued education of the teachers, identifying abilities and skills of such professionals. which are emerging from a reflexive influencies and critical process and furthermore, all that hierarchal instances and other people induce on their pedagogical trajectories. As research subjects were taken five female teachers that has been work in the Science Education project of the Methodist University of Piracicaba (UNIMEP)- SP, where since its estabilishment, there has been developed some research activities as well as teachers continuing formation activities upon a socio-interacionist and constructivist to ensure the continuing formation of the participants as well as to develop new proposals to teachers formation in Science and Mathematics in general. In this investigation, all data were collected from booth UNIMEP and Science Education project historical context and the teachers professional and pedagogical life trajectories has been constructed from their biographical information .It was possible to point out the recurrencies and singularities that have been found through the thematical tracks of analysis. It was identified this way: a) the inicial intentions of participating of the Teaching Project; b) these moments of rupture/resistance as revealing abilities and skill to a confrontation; c) evidences of reflexive pratical knowledge in the new pedagogical practice; d) the influencies of hierarchal instances, pairs and the University as well on the teachers professional life trajectories.Data analysis revealed that every involved teacher, taking part in such activities , used to do this moved by feeling and purposes, according to their professional context. Nevertheless they run the interactive process of continuing formation taking in account their necessities from their acquired changings; these changings tend to incite confrontation with their institucional burocracy, with their pairs and other people of hierarchal instances, either encouraging or else intimidating the teachers work; the collective reflection influences them to construct an untried professional identidy when they interweave their reasons, actions and emotions upon their theorical/methodological and pedagogical teacher changings; the collective and continued reflection-about-theaction and about the reflection-in-action make possible construct a reflexive practicum; the collective reflection among professionals from several levels and areas brings up a special regard to the teaching practice under some different optics

ASSUNTO(S)

pratica de ensino educação permanente professores - formação ciencias - estudo e ensino

ACESSO AO ARTIGO

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