Uma proposta de formação continuada de professores de ciência com elaboração de sequência didática para o 7º ano do ensino fundamental

Abstract

This study aimed to verify how the collective construction of a didactic Sequence for teaching zoology and vertebrate and invertebrate concepts in continuing education meetings, for contribute to the teacher's reflection on its role. The study included the participation of six science teachers, from 6th to 9th grade of elementary school, the Municipal School Ponta Porã / MS. The research was based on a qualitative approach, from a descriptive and analytical study speech of the subjects in the training sessions and the generated content in the preparation of teaching resource, a teaching sequence, to understand the production process of this material. Records were obtained by recording the training actions taken with the teachers and was transcribed and analyzed using a phenomenological analysis following the principles outlined by Maria Aparecida Bicudo. From the perspective of phenomenology, was held ideographic analysis of participants' speech, by which it was obtained the essence of the phenomenon. Training meetings were held with Reflective Practice reference Donald Schön and Kenneth Zeichner, these meetings was also generated a support material for teacher training. 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 activities of the didactic sequence. The results provided an understanding on how science teachers understand the zoology of education and the concept of vertebrate and invertebrate in the classroom as well as the resources and theoretical contributions which are used to planning their lessons. We found that these teachers have difficulties related to the relationship between theories of learning and planning and also the lack of contextualization of zoology teaching content. 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.