O diálogo entre teoria e prática : uma formação continuada de professores de ciências em serviço utilizando o Diagrama V
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Data
2016-02-25
Autores
Rabbi, Michel Adriano
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Editor
Universidade Federal do Espírito Santo
Resumo
Initially, a review of literature about the formation of the teachers in science was
made, once were listed problematics, were identified objectives, theoric references
and categorized the conclusions of the selected articles. This revision motived the
following question of search: how to build with science teachers in collective
meetings, reflections about their practices in the search for autonomy, of form to deal
with their resistance and tension to develop strategies that they could effectively use
in the classroom? In this sense, It was developed a curse of formation to teachers,
with the objective of to analyze a collective process of continuous formation of
teachers in service, where they could reflect in their practices, favoring the dialogue
between theory and practice in the construction and development of the pedagogical
act. During the process of formation, was used the Diagram V (described detailed in
the text) not how a methodology, but how a auxiliary tool in the educatives
processes.The continue formation involved five science teachers of municipal
schools of Cachoeiro de Itapemirim - ES, they meet in the presence and participation
of the researcher, discussing and building the curse in a perspective formative and
collaborative. The presential meetings happened during one semester, intercalate
with the realization home planning activities and activities with students at school. To
collect data, all meetings were recorded and speeches of teachers transcribed.
Beyond that, they collected the Diagrams V produced by teachers and by students.
The impressions of students in relation to the activities were collected too, through
spontaneous speeches of the same and produced texts. These data were analyzed
qualitatively through of analysis of content and watching the Critical Movements
Reflexive of the search-action,selected as option theoric-methodologic in the context
of the continued formation of teachers. To reflect collectively , with a construction of
Diagrams V with the students it was a pratic assumed by teachers. They insert
themselves in a way which could to be researchers of their own practice, they might
to know a new strategy of teaching and to recognize, the validity of this proposal in
their contexts in classroom and their personal potential to elaborate and develop
innovations in the education, where the concept of Critical Movement Reflexive was
getting significant presence in that cycles in the proportion in that they were
advancing. And finally, beyond to proposing a concept Autonomy Teacher , in the
context of the Formation de Teachers, also suggest an adaptation and expansion of
Diagram V Gowin (1981). Now we would have the Diagram M, alluding to Critical
Movement Reflexive theoretically investigated and discussed in practice of this work
of doctorate.
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Palavras-chave
Diagram V , Autonomy , Continuing education , Action research , Reflective critic movement , Autonomia , Formação continuada , Diagrama V , Movimento reflexivo crítico