A formação de professores de ciências: reflexões a partir da construção de um jogo sobre os ciclos biogeoquímicos

Abstract

This study aimed to verify how the collective construction of an educational game on biogeochemical cycles in training actions, may contribute to the teacher's reflection on professional practice. The study counted with the participation of nine science teachers, from 6th to 9th grade of elementary school, the staff of the Municipal Network Course Teaching Grande / MS The research was based on a qualitative approach, from a descriptive and analytical study the speech of the subjects in the training actions and generated content in the preparation of teaching resource, a game, to understand the production process of this material. Records were obtained by recording the training actions taken with the teachers and were transcribed and analyzed using discourse analysis proposed by Pêcheux. From the perspective of discourse analysis, we analyzed the subject, history and ideology. For the analysis of the material produced, used the Anthropological Theory of Didactics with his praxeological organization proposed by Yves Chevallard, in which we analyzed the records of elaborate game. The results provided an understanding on how science teachers work biogeochemical cycles in the classroom as well as the resources they use for planning their lessons. We found that these teachers have difficulties related to the context of science teaching content, in biochemical processes. And, by subjecting themselves to the education system in the established curriculum, do not realize that the teacher's role is to refine and contextualize this knowledge. We therefore believe that teacher training need to be rethought in order to meet the current requirements for teacher training and promote critical reflection of the teacher's work.