A pesquisa como elemento formativo para professores de ciências em formação inicial

Abstract

The educational product consists of teaching material with teaching sequences, prepared in the form of texts and video classes, based on the foundations of training in and through research. Zabala (1998, p. 18) points out that a didactic sequence is constituted by “a set of ordered, structured and articulated activities to achieve certain educational objectives, which have a beginning and an end known to both teachers and students”. Moreira et al. (2018, p. 347) indicate that one of the most important issues in the development of an educational product lies in the fact that it is generated from and for a pedagogical praxis. Furthermore, it is noteworthy that the teaching material was evaluated through a training course. The video classes were created as a way to complement the written content of the teaching sequence. It is noteworthy that the teaching material's main objective is for the teacher to recognize himself as a researcher and build, based on his reality, his own identity as a researcher and pedagogical praxis. Therefore, the proposed teaching material does not consist of a pile of activities to direct and constrain pedagogical praxis, but rather guidance, with the aim of supporting teachers in relation to how to insert research into their classrooms. The teaching material was divided into two parts: the first part aimed to guide the teacher on how to use research to (re)signify their teaching practice; and the second part consisted of guidelines on how to work with teaching through research in Science classes. The first part of the teaching material was premised on offering support for teachers to become future researchers of their own teaching practices. To this end, it was considered essential to offer these teachers constituent elements of the research. From this perspective, Diniz-Pereira and Zeichner (2011) call action research one of the types of research with the objective of contributing to the (re)signification of teaching praxis. Furthermore, action research constitutes a learning process, of praxis theorization, Alarcão (2011) contributes by addressing strategies that complement action research, some of which are: narratives, creating portfolios, confronting opinions and self-observation. Furthermore, André (2016) exemplifies that part of the training process for teacher researchers is learning to write research summaries, writing papers and presenting them at events, in short, learning to socialize the research carried out. Therefore, this stage of research socialization will also be covered in the training course. It is assumed that this training will awaken in the participating teachers, as well as in those who have access to the teaching material, an investigative perspective that allows them to act as researchers, giving new meaning to their teaching practice. The second part of the teaching material followed the fundamentals of teaching through research, focusing on Science Teaching, in order to guide teachers to use research as a teaching principle. Demo (2015) contributes by mentioning that what differentiates school education from non-formal education is the fact that the former is based on research, with research being the basis of school education. The impacts of the teaching material on the teaching-learning process of students at basic education schools are highlighted, since it is to the school floor that the interns participating in the study will take the knowledge acquired during the training moments. Therefore, it is considered that the development of the study contributes to the Science teaching-learning process and to the scientific literacy of basic education students.