Formação de professores de ciências dos anos iniciais: uma proposta de sequência didática problematizadora com o conteúdo queimadas

Abstract

This dissertation describes a qualitative research with a collaborative approach that had as objective to analyze a proposal of continuous formation of teachers of the initial years of Basic Education based on the elaboration of problematizing didactic sequences (SD), identifying its possibilities and limitations for the pedagogical practice In the teaching of Natural Sciences. For this, the theoretical contribution to teacher training is the liberating pedagogy of Paulo Freire, which presupposes a problematizing education in which the contents must receive an approach based on the problematic of the group. So, the didacticmethodological process of how to teach goes through the three pedagogical moments: the problematization - study of reality -, the organization of knowledge and the application of knowledge, as proposed by Delizoicov, Angotti and Pernambuco from Freire's thinking. And, considering SD as a guideline both for teacher training and for teaching work, we use Zabala, whose ideas are in line with Freire's regarding a political positioning by the educator that is reflected in his choices in the classroom of class. The data collection instruments used were the profile of the researched teachers; The mental map activities and how I became a teacher, which is a narrative-reflective activity; the interview; And three questionnaires: the memorial of teaching action in science teaching, teaching thought about science teaching and the final questionnaire that constituted one of the evaluations on teacher training offered and SD. The analysis of the data was developed according to the methodological criteria of the Content Analysis of Bardin and two categories of analysis were chosen which are the limits and the possibilities of the proposed formation and that, in its unfolding, allowed two axes of data organization (i) Identification of participants and (ii) pedagogical practice and teaching of science. The limits and possibilities indicate that the continuous formation of teachers in this collaborative format, using SD as a guideline of training and teacher organization, can be a contribution to the reorganization of the pedagogical practice of the teacher of Natural Sciences.