A CONSTITUIÇÃO DOCENTE E AS ESPIRAIS AUTORREFLEXIVAS: INVESTIGAÇÃO-FORMAÇÃO-AÇÃO EM CIÊNCIAS

• Autor(a) principal: Franciele Siqueira Radetzke
• Data de Publicação: 2022
• Outros Autores: Roque Ismael da Costa Güllich, Rúbia Emmel
• Tipo de documento: Artigo
• Idioma: por
• Título da fonte: Vitruvian Cogitationes
• Texto Completo: https://periodicos.uem.br/ojs/index.php/revisvitruscogitationes/article/view/63585
• topic: Research-Formation-Action; Science teaching; Teacher Education; Research Professors; Investigación-Formación-Acción; Enseñanza de las ciencias; Formación de profesores; Profesores de investigación; Investigação-Formação-Ação; Ensino de Ciências; Formação de Professores; Professores Investigadores

This study is a narrative of active researchers in the field of science teacher education that is based on practical knowledge produced through reflection by the Research- Education-Action in Science (IFAC) model. To mediate the discussion, we invested in the development and analysis of an IFAC Curricular Component (CCR) with a Postgraduate Program in Science Teaching. Taking into account reflective narratives produced by research professors in Education Diaries (DF) and in Experience Reports (RE). Alongside these means, in parallel are two research movements regarding the development of self-reflective spirals indicated by the Research-Action (AI) model: in a first movement, there is the search for understandings made possible by the development of the CCR IFAC, investing in the analysis of Education Diaries produced by the researching professors (master's students) and, in a second movement, is the understanding of the teaching/education conceptions of the researchers involved, considering rationalities defined in the framework of the AI framework as being: i) Technique; ii) Practice and iii) Critica/Emancipatory. In addition, we also strive to understand the self-reflective spirals of the researchers involved in dialogue with the types of experience reports produced, which led to the emergence of the following categories: i) Technician; ii) Narrative and iii) Formative. The dialogue implies thinking about possibilities and challenges of the IFAC model, with the purpose of qualifying, intervening and transforming the teaching and learning processes in Sciences.