A formação do professor de ciências à luz da pedagogia histórico-crítica

Abstract

The following research has as its starting point the necessity of surpassing the oversimplification of the pedagogical theory related to the teacher training of the Elementary school Science teacher. As a consequence, we aim at answering the following question: what is the relationship between theory and practice within teacher training? Therefore, we have an attempt to: a) investigate the use of teaching methods from Historical-Critical Pedagogy (HCP). They are the guidelines of a training process aiming at the adoption of an educational theory by the teacher. b) develop a training project with an Elementary school teacher, based on the Historical-Critical Pedagogy. The HCP is considered as this research foundation as it has the training perspective of not opposing theory to practice. It argues that the human development implies the acquisition - by the student - of knowledge historically built and socially organized. The aforementioned training project - educational product of this research - is a course offered by a teacher from a full-time public state-level school at Iporá city, Goiás state. The course was developed from October 31 to December 11, 2007, with a total of 12 hours and 30 minutes. It was structured following the five steps which are part of the HCP technique, which are: 1) initial social practice; 2) problematization; 3) instrumentalization; 4) catharsis; 5) final social practice. By the end of the course, the teacher created a structured sequence focusing on a topic from Science. Two interviews were held with the teacher who took part in the course. The first one, held at the beginning of the course, aimed at identifying the initial state of the teacher’s knowledge about the topic, which was the study of the possibilities of adopting key aspects from HCP as a guideline for the Science teacher training. The second one, the final interview, aimed at assessing - along with the teacher - the possibilities of pedagogical strategies from HCP. The relationship between theory and practice was considered as fundamental for the analysis of the research data. Both the teacher and the researcher observed the relationship between practice and theory, reaching higher levels of use of HCP and its potential as a guide for the pedagogical work. However, the limited initial teacher training, the lack of knowledge related to HCP and shortage of time, these were all difficulties faced throughout the process. These difficulties became weaknesses especially concerning the understanding of the stages put forth within the HCP framework and relation among those stages.