Educação, formação continuada e experimentação: uma análise dialógica entre modelos formativos e o ensino de ciências

Abstract

This research, linked to the research line “Science Teacher Education” of the Graduate Program in Science Education at the Federal University of Mato Grosso do Sul (UFMS), investigates the experimental nature of science teaching within the context of in-service teacher education in the municipal school system of Cuiabá-MT, with emphasis on the use of Mobile Teaching Laboratories (LDM) as pedagogical mediators. The main objective was to analyze how different models of continuing teacher education – classical, practical-reflective, and politicalemancipatory – contribute to the construction of professional knowledge and to the strengthening of more meaningful experimental practices. The study adopted a qualitative, exploratory approach, combining diagnostic questionnaires, semi-structured interviews, and final questionnaires, analyzed through Dialogic Discourse Analysis (DDA), inspired by Bakhtin and the Circle. This perspective made it possible to understand the teachers’ utterances as situated voices, shaped by formative memories, tensions, and possibilities for transformation. The results indicate that the practical-reflective model proved to be the most suitable for meeting teachers’ professional development needs, as it promoted greater integration between theory and practice, encouraged the planning of inquiry-based experimental activities, increased student engagement, and redefined the teacher’s role as a mediator of knowledge. In this context, the LDM emerged as a key resource for democratizing access to experimentation and fostering innovative pedagogical practices. It is concluded that continuing education programs grounded in dialogue and critical reflection enhance teachers’ professional development and can inform educational policies aimed at improving science teaching in public schools.