A formação inicial na e pela pesquisa: narrativas de estagiários e perspectivas de (res)significação das práticas de estágio curricular supervisionado

Abstract

The present research has as object of study the training of research teachers in the context of the Supervised Curricular Internship (ECS). The training of research teachers is a perspective of teacher that is based on the assumptions of critical rationality and finds fruitful moments in the ECS for its effectiveness. Research professors understand and critically reflect on their own praxis in order to (re)signify it. Therefore, the general goal of this study is contribute to the process of initial training in and through research of future Science teachers through the elaboration of didactic material to be used in the formative praxis of ECS. The specific goals are: to investigate the contributions and weaknesses of the ECS in Degree courses at the Institution of Higher Education, locus of research for the training in and through research of Science teachers; identify theoretical- practical elements that enable the formation of Science teachers in and through research during the ECS in order to subsidize the elaboration of the educational product; develop didactic material with a view to contributing to the training of research teachers, specifically Science teachers; evaluate the didactic material through the narrative of the researcher and the participants. As methodological approach, a qualitative approach was chosen. Initially, in the first phase of the research, a narrative interview was conducted with four teachers in initial training; subsequently, didactic material was elaborated and evaluated through a teacher training course. As data collection procedures and instruments, in the process of evaluating the didactic material, the researcher's field diary constructed during the course moments and the questionnaire with participants. Data analysis followed the assumptions of content analysis. As a result of the first phase of the research, it was found that the possibilities of learning in and through research during the ECS are centered on understanding the need for (re)signification of teaching praxis, investigative interest in the face of the pandemic context, use of instruments data collection from an investigative perspective, the relationship established between diagnosis and intervention and, finally, the process of writing and sharing the results of the ECS. Regarding weaknesses, the following stand out: ineffective immersion during the ECS due to the pandemic period, non-participation of graduates in pedagogical meetings at the basic education school, feeling of insecurity during the period of regency and development of the investigative intervention project and weaknesses about the theoretical-methodological elements for data analysis and systematization of results. With regard to the results alluding to the production and evaluation of the educational product, its contributions to training in and through research were notorious, especially regarding the construction of focused learning about learning to observe and understand the basic education school in a way investigative, learning to write and socializing the results of research carried out in the classroom and changing the understanding about the effective work with research in the classroom.