Políticas de formação continuada de professores de Ciências da Natureza na rede estadual de educação de Goiás: ciência e tecnologia em questão

• Autor(a) principal: Otto, Ana Luisa Neves
• Data de Publicação: 2021
• Tipo de documento: Dissertação
• Idioma: por
• Título da fonte: Repositório Institucional da UFG
• dARK ID: ark:/38995/00130000097nw
• Texto Completo: http://repositorio.bc.ufg.br/tede/handle/tede/11426
• topic: Formação de professores; Políticas públicas; Trabalho docente; Educação em Ciências; Teacher formation; Public policy; Teaching work; Science education; CIENCIAS HUMANAS::EDUCACAO

The present theme of this research stands out in the current context and, in particular, in Science Education, since the field of teacher formation has been suffering frequent interferences, in order to attend more and more the way of production of wealth of this society. The purpose of this dissertation was to understand: how are the conceptions of science and technology related to the policies of continuing education of teachers of Natural Sciences in the state school system in Goiás? The objective was, then, from this problem, to explain that conceptions of science and technology underlie the policies of continuing education of teachers of Natural Sciences. To this end, the relationship between the modes of production was taken as a starting point, which delimit the intentionalities in the teaching unit formation-work, in order to understand how science and technology relations in the world developed, as well as the process history of formulating these continuing education policies. To this end, this work was theoretically based on historicaldialectical materialism, as a method of investigation and analysis, based on the thinking of Engels (1976; 1984), Kopnin (1978), Lefebvre (1991), Marx and Engels (2007 ), Marx (2011) and Kosik (2011). This research was carried out, methodologically, in two moments: documental analysis and field research. In the first, the collection, selection and analysis of documents about national continuing education policies was carried out, available on the websites of the Ministry of Education and Culture (MEC), the Coordination for the Improvement of Higher Education Personnel (Capes), the Ministry of Science, Technology and Innovation (MCT & I) and, at the state level, on the website of the Goiás State Department of Education (Seduc Goiás). In the second moment, semi-structured interviews were conducted with managers who are or were trainers in the area of Natural Sciences at Seduc Goiás, aiming to explain the relationships established by the object of study in the state network. Thus, 12 documents were analyzed and four teachers / managers from Seduc Goiás were interviewed. It was found from our analyzes, that the conception of science and technology, primarily present in the documentary corpus of research, is based on formal and uncritical logic. In line with this logic, the mark of an administration of managerial education has been identified as teacher formation policies, both at the national and state levels, which dichotomize theory and practice, valuing individualism and meritocracy, through neotechnical actions for compliance with market logic. Such understanding makes it possible to build collective paths to subvert the logic imposed in order to build another relationship of formationteaching work, combined with a process of teaching and learning in the perspective of a fair, secular, diverse and socially referenced quality.