From the Formation Diary to the Systematization of Experience: the process of (self)formation of Science Teachers
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Data de Publicação: | 2022 |
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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. |
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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 |
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1799711165293527040 |