FORMAÇÃO DE PROFESSORES E PESQUISADORES EM ENSINO DE FÍSICA: REFLEXÕES SOBRE O ESTÁGIO CURRICULAR SUPERVISIONADO DOS APRENDIZES

• Autor(a) principal: Milene Rodrigues Martins
• Data de Publicação: 2022
• Outros Autores: Ingrid Aline de Carvalho Ferrasa
• Tipo de documento: Artigo
• Idioma: por
• Título da fonte: Vitruvian Cogitationes
• Texto Completo: https://periodicos.uem.br/ojs/index.php/revisvitruscogitationes/article/view/66326
• topic: Teaching Practice; Training of Teachers and Researchers in Physics Teaching; Lewin Spiral; Práctica docente; Formación de Docentes e Investigadores en la Enseñanza de Física; Espiral de Lewin; Prática Docente; Formação de Professores e Pesquisadores em Ensino de Física; Espiral de Lewin

In this essay, we present the paths woven by the apprentices of professors and researchers in physics teaching, when investigating phenomena in loco in the environment of educational practices. As part of a teacher training program, the investigation and action of the reality of the environment of educational practices in physics took place through the spiral of cycles of the social psychologist Kurt Lewin (1890-1947). This spiral, as a research method, is characterized by moments of planning, action, observation and reflection in which learners research their own pedagogical practice in the environment. Based on educational practices developed in person and remotely, mediated by a collaborative educational platform, the apprentices, guided by a 'Logbook' script in the survey data and by the Three Pedagogical Moments' in the conduct of their pedagogical practices, weaved research and teaching projects from real problem-situations at school. In order to do so, we use educational action research as a methodology for collecting and analyzing data, because as teacher trainers we actively participate in the training of learners, in order to point out possible paths to the following problem-situation: how does the process of reflection on the educational practice of the professor and researcher in physics teaching, corroborates the resignification and modification of pedagogical practice in the educational environment? The results reveal a formative process for the teacher and researcher's apprentices that takes as a starting point and arrival point to reflections; the construction of teaching practice itself; constant changes in pedagogical practice; critical reflections; and the resignification of didactic interventions carried out in the school context.