From the Formation Diary to the Systematization of Experience: the process of (self)formation of Science Teachers

Detalhes bibliográficos
Autor(a) principal: Bremm, Daniele
Data de Publicação: 2022
Outros Autores: Güllich, Roque Ismael da Costa
Tipo de documento: Artigo
Idioma: por
eng
Título da fonte: Ensaio (Belo Horizonte. Online)
Texto Completo: https://periodicos.ufmg.br/index.php/ensaio/article/view/36558
Resumo: In this article we seek to understand how the self-formation process of Science Teachers takes place and how this process is related to the Formation Diary (DF), the writing of reflective narratives and the Systematization of Experiences (SE), mechanisms triggered by the Research-Formation-Action (IFA). We carried out a qualitative approach research based on 15 DF of Science Teachers in continued education, analyzed on the light of Textual and Discursive Analysis. The results point to the understanding of the DF as a Space for Systematization and Resignification of Experiences, evidence was found that the process of teacher education is brought about through the reflective advance on practices and on their own formation, and this investigation is made possible by the process of SE. We defend the relevance of the IFA in collectives for the formation of Science Teachers, with the DF and the SE being potentiating elements for the development of critical reflection and teacher self-formation.
id UFMG-11_0008c3a560e9176b9399ad6a95c6dc94
oai_identifier_str oai:periodicos.ufmg.br:article/36558
network_acronym_str UFMG-11
network_name_str Ensaio (Belo Horizonte. Online)
repository_id_str
spelling From the Formation Diary to the Systematization of Experience: the process of (self)formation of Science TeachersDe lo Diario Formativo a la Sistematización de la Experiencia: el proceso de (auto)formación de los Profesores de CienciasDO DIÁRIO DE FORMAÇÃO À SISTEMATIZAÇÃO DA EXPERIÊNCIA: O PROCESSO DE (AUTO)FORMAÇÃO DE PROFESSORES DE CIÊNCIAS: FROM THE FORMATION DIARY TO THE SYSTEMATIZATION OF EXPERIENCE: THE PROCESS OF (SELF)FORMATION OF SCIENCE TEACHERSProfessores investigadoresEnsino de CiênciasInvestigação-AçãoResearch professorsScience teachingAction researchProfesores investigadoresEnseñanza de las cienciasInvestigación-acciónIn this article we seek to understand how the self-formation process of Science Teachers takes place and how this process is related to the Formation Diary (DF), the writing of reflective narratives and the Systematization of Experiences (SE), mechanisms triggered by the Research-Formation-Action (IFA). We carried out a qualitative approach research based on 15 DF of Science Teachers in continued education, analyzed on the light of Textual and Discursive Analysis. The results point to the understanding of the DF as a Space for Systematization and Resignification of Experiences, evidence was found that the process of teacher education is brought about through the reflective advance on practices and on their own formation, and this investigation is made possible by the process of SE. We defend the relevance of the IFA in collectives for the formation of Science Teachers, with the DF and the SE being potentiating elements for the development of critical reflection and teacher self-formation.En este artículo buscamos entender cómo se da el proceso de autoformación de los Docentes de Ciencias y cómo este proceso se relaciona con el Diario de Formación (DF), la redacción de narrativas reflexivas y la Sistematización de Experiencias (SE), mecanismos desencadenados por la Investigación-Formación-Acción (IFA). Realizamos una investigación de enfoque cualitativo a partir de 15 DF de Docentes de Ciencias en formación continua, analizados a la luz del Análisis Textual y Discursivo. Los resultados apuntan a la comprensión del DF como un Espacio de Sistematización y Resignificación de Experiencias, se encontró evidencia de que el proceso de formación docente se produce a través del avance reflexivo sobre las prácticas y sobre su propia formación, y esta investigación es posible gracias a el proceso de SE. Defendemos la relevancia de la IFA en los colectivos para la formación de Profesores de Ciencias, siendo el DF y la SE elementos potenciadores para el desarrollo de la reflexión crítica y la autoformación docente.No presente artigo buscamos compreender como ocorre o processo de autoformação de Professores de Ciências e como este processo está relacionado com o Diário de Formação (DF), a escrita de narrativas reflexivas e com a Sistematização de Experiências (SE), mecanismos desencadeados pela Investigação-Formação-Ação (IFA). Realizamos uma pesquisa de abordagem qualitativa com base em 15 DF de Professores de Ciências em formação continuada, analisados à luz da Análise Textual e Discursiva. Os resultados apontam para a compreensão do DF como Espaço de Sistematização e Ressignificação das Experiências, foram encontrados indícios de que o processo de formação de professores é ocasionado por meio do avanço reflexivo sobre as práticas e sobre a própria formação, sendo essa investigação possibilitada pelo processo de SE. Defendemos a relevância da IFA em coletivos de formação de Professores de Ciências, sendo o DF e a SE elementos potencializadores do desenvolvimento da reflexão crítica e autoformação docente.CECIMIG-FaE-UFMG2022-04-27info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionhttps://periodicos.ufmg.br/index.php/ensaio/article/view/3655810.1590/1983-21172022240109Ensaio Research in Science Education; Vol. 24 No. 1 (2022): .Ensaio Investigación en educación científica; Vol. 24 Núm. 1 (2022): .Ensaio Pesquisa em Educação em Ciências; v. 24 n. 1 (2022): .1983-21171415-2150reponame:Ensaio (Belo Horizonte. Online)instname:Universidade Federal de Minas Gerais (UFMG)instacron:UFMGporenghttps://periodicos.ufmg.br/index.php/ensaio/article/view/36558/30917https://periodicos.ufmg.br/index.php/ensaio/article/view/36558/30918Copyright (c) 2022 Ensaio Pesquisa em Educação em Ciênciasinfo:eu-repo/semantics/openAccessBremm, DanieleGüllich, Roque Ismael da Costa2023-03-31T16:07:09Zoai:periodicos.ufmg.br:article/36558Revistahttps://periodicos.ufmg.br/index.php/ensaioPUBhttps://periodicos.ufmg.br/index.php/ensaio/oairevistaepec@gmail.com || ensaio@fae.ufmg.br || itilan@hotmail.com1983-21171415-2150opendoar:2023-03-31T16:07:09Ensaio (Belo Horizonte. Online) - Universidade Federal de Minas Gerais (UFMG)false
dc.title.none.fl_str_mv From the Formation Diary to the Systematization of Experience: the process of (self)formation of Science Teachers
De lo Diario Formativo a la Sistematización de la Experiencia: el proceso de (auto)formación de los Profesores de Ciencias
DO DIÁRIO DE FORMAÇÃO À SISTEMATIZAÇÃO DA EXPERIÊNCIA: O PROCESSO DE (AUTO)FORMAÇÃO DE PROFESSORES DE CIÊNCIAS: FROM THE FORMATION DIARY TO THE SYSTEMATIZATION OF EXPERIENCE: THE PROCESS OF (SELF)FORMATION OF SCIENCE TEACHERS
title From the Formation Diary to the Systematization of Experience: the process of (self)formation of Science Teachers
spellingShingle From the Formation Diary to the Systematization of Experience: the process of (self)formation of Science Teachers
Bremm, Daniele
Professores investigadores
Ensino de Ciências
Investigação-Ação
Research professors
Science teaching
Action research
Profesores investigadores
Enseñanza de las ciencias
Investigación-acción
title_short From the Formation Diary to the Systematization of Experience: the process of (self)formation of Science Teachers
title_full From the Formation Diary to the Systematization of Experience: the process of (self)formation of Science Teachers
title_fullStr From the Formation Diary to the Systematization of Experience: the process of (self)formation of Science Teachers
title_full_unstemmed From the Formation Diary to the Systematization of Experience: the process of (self)formation of Science Teachers
title_sort From the Formation Diary to the Systematization of Experience: the process of (self)formation of Science Teachers
author Bremm, Daniele
author_facet Bremm, Daniele
Güllich, Roque Ismael da Costa
author_role author
author2 Güllich, Roque Ismael da Costa
author2_role author
dc.contributor.author.fl_str_mv Bremm, Daniele
Güllich, Roque Ismael da Costa
dc.subject.por.fl_str_mv Professores investigadores
Ensino de Ciências
Investigação-Ação
Research professors
Science teaching
Action research
Profesores investigadores
Enseñanza de las ciencias
Investigación-acción
topic Professores investigadores
Ensino de Ciências
Investigação-Ação
Research professors
Science teaching
Action research
Profesores investigadores
Enseñanza de las ciencias
Investigación-acción
description In this article we seek to understand how the self-formation process of Science Teachers takes place and how this process is related to the Formation Diary (DF), the writing of reflective narratives and the Systematization of Experiences (SE), mechanisms triggered by the Research-Formation-Action (IFA). We carried out a qualitative approach research based on 15 DF of Science Teachers in continued education, analyzed on the light of Textual and Discursive Analysis. The results point to the understanding of the DF as a Space for Systematization and Resignification of Experiences, evidence was found that the process of teacher education is brought about through the reflective advance on practices and on their own formation, and this investigation is made possible by the process of SE. We defend the relevance of the IFA in collectives for the formation of Science Teachers, with the DF and the SE being potentiating elements for the development of critical reflection and teacher self-formation.
publishDate 2022
dc.date.none.fl_str_mv 2022-04-27
dc.type.driver.fl_str_mv info:eu-repo/semantics/article
info:eu-repo/semantics/publishedVersion
format article
status_str publishedVersion
dc.identifier.uri.fl_str_mv https://periodicos.ufmg.br/index.php/ensaio/article/view/36558
10.1590/1983-21172022240109
url https://periodicos.ufmg.br/index.php/ensaio/article/view/36558
identifier_str_mv 10.1590/1983-21172022240109
dc.language.iso.fl_str_mv por
eng
language por
eng
dc.relation.none.fl_str_mv https://periodicos.ufmg.br/index.php/ensaio/article/view/36558/30917
https://periodicos.ufmg.br/index.php/ensaio/article/view/36558/30918
dc.rights.driver.fl_str_mv Copyright (c) 2022 Ensaio Pesquisa em Educação em Ciências
info:eu-repo/semantics/openAccess
rights_invalid_str_mv Copyright (c) 2022 Ensaio Pesquisa em Educação em Ciências
eu_rights_str_mv openAccess
dc.publisher.none.fl_str_mv CECIMIG-FaE-UFMG
publisher.none.fl_str_mv CECIMIG-FaE-UFMG
dc.source.none.fl_str_mv Ensaio Research in Science Education; Vol. 24 No. 1 (2022): .
Ensaio Investigación en educación científica; Vol. 24 Núm. 1 (2022): .
Ensaio Pesquisa em Educação em Ciências; v. 24 n. 1 (2022): .
1983-2117
1415-2150
reponame:Ensaio (Belo Horizonte. Online)
instname:Universidade Federal de Minas Gerais (UFMG)
instacron:UFMG
instname_str Universidade Federal de Minas Gerais (UFMG)
instacron_str UFMG
institution UFMG
reponame_str Ensaio (Belo Horizonte. Online)
collection Ensaio (Belo Horizonte. Online)
repository.name.fl_str_mv Ensaio (Belo Horizonte. Online) - Universidade Federal de Minas Gerais (UFMG)
repository.mail.fl_str_mv revistaepec@gmail.com || ensaio@fae.ufmg.br || itilan@hotmail.com
_version_ 1799711165293527040

Registros relacionados