CARACTERÍSTICAS DA SITUAÇÃO DE ESTUDO COMO PROPOSTA DE DESENVOLVIMENTO DO CURRÍCULO E FORMAÇÃO DOCENTE NO ENSINO DE CIÊNCIAS

• Autor(a) principal: Maria Cristina Pansera-de-Araújo
• Data de Publicação: 2022
• Outros Autores: Paula Vanessa Bervian, Vidica Bianchi, Eva Teresinha de Oliveira Boff
• Tipo de documento: Artigo
• Idioma: por
• Título da fonte: Vitruvian Cogitationes
• Texto Completo: https://periodicos.uem.br/ojs/index.php/revisvitruscogitationes/article/view/63576
• topic: Initial and continuing teacher training; Curriculum; Group of studies; Formación inicial y continua del professorado; Plan de estudios; Grupo de Estudios; Formação inicial e continuada de professores; Grupo de estudos; Currículo

This text highlights the characteristics of the Situation of Study (SoS) as a proposal for curriculum development and teacher training in science education. Based on the following research problem: “What is the evidence that the groups of researchers, with some connection with Gipec/Unijuí, express the characteristics of SoS as curriculum development and teacher training, in the constitution of the systemic conceptual thinking of a content contextualized?”. The research is characterized as qualitative of the state of knowledge type (ROMANOWSKI; ENS, 2006), in a survey carried out in the Portal de Periódicos da CAPES / MEC, between 2001-2018, with the descriptor “situation of study”. The qualitative methodology used was discursive textual analysis (DTA) (MORAES, 2003; MORAES; GALIAZZI, 2016) which comprises the following steps: deconstruction and unitarization; categorization and communication. It was identified that the development of curriculum development proposals promotes teacher training and the formative marks of this process. These aspects show the interrelationship between the dimensions - collective, temporal and theoretical- epistemological - as basic to the process of curricular change linked to teacher education. The evidence is presented in three categories that characterize the SS and which constitute the proposition “Curricular innovation and teacher training: interrelationships between the collective, temporal and theoretical-epistemological dimensions”.