“A gente precisava era de uma formação assim...” A alfabetização didático-científica do professor de ciências do ensino fundamental - anos iniciais mobilizada pela formação em grupo

• Autor(a) principal: Araújo, Luiz Carlos Marinho de
• Data de Publicação: 2023
• Tipo de documento: Tese
• Idioma: por
• Título da fonte: Biblioteca Digital de Teses e Dissertações do UNIOESTE
• Texto Completo: https://tede.unioeste.br/handle/tede/6839
• topic: Formação de professores; Grupo de Formação; Didática das Ciências da Natureza; Alfabetização Científica; Paulo Freire; Teacher training; Training Group; Natural Sciences Didactic; Scientific Literacy; PauloFreire; Educação em Ciências e Educação Mateática

For decades, teacher training has been constituted as a field of study, awakening in researchers an eye for the impacts of the teacher’s training trajectory as a contributing factor for the teaching and learning process. Such researches have been indicating advances, setbacks, achievements, limits andpotentialities of the teaching profession, highlighting some gaps left behind over the last decades and demonstrating the insufficiency of public policies of training for the teacher who teaches Science atBasic Education - Early Years. In modern days, thinking of Science teaching instigates the teacher to reflect upon the making of scientific knowledge and their role as citizen involved in sociopolitical issues, requiring, beyond technical-pedagogical abilities, a political training. In this field of study’s literature, the movement in favor of Scientific Literacy (Alfabetização Científica - AC) stands out as active on behalf of individuals who are participatory, questioners, politically emancipated and conscious of their role in the process of societal transformation. Thus, the teacher needs to be scientifically literate to be able to instigate the AC of students. However, to think of the science teacher’s AC falls on the formative and didactic field. So, we opted for the term Didactic-ScientificLiteracy to discuss the expressions AC and the teacher’s Didactic Literacy. Aware of the importance of the training model for the development of DidacticScientific Literacy, we elaborated the research’s problem: in what way does the Training Group, anchored in the investigative approach developed along with the children’s COMQUÍMICA Project, instigate the Didactic-Scientific Literacy of the teacher who teaches Science at Basic Education - Early Years? The aim is to analyze, from the discourses by the research’s participating teachers, how well the training proposal developed by the Training Group, in partnership with the children’s COMQUÍMICA Project in 2021,promoted the Didactic-Scientific Literacy of the Science teacher from Basic Education - Early Years. For that matter, we had two objectives: to verify and analyze the limits and potentialities of the methodological procedures Pragmatic Method and Freirean Discourse Analysis as possibilities for the development of qualitative research rooted in freirean epistemology; to identify and historicize the training models for Science teachers of Basic Education - Early Years, emphasizing characteristics of the bank and dialectic training; to add discussions about the Didactic-Scientific Literacy of the Science teacher of Basic Education - Early Years; to propose and discuss the potential guidelines for the formation of training groups. For the research, we counted on 54 Science teachers of the municipality of Toledo-PR. The study was characterized by a qualitative approach, using Action research as methodology. The research corpus was built by the registration form, survey, dynamics and the teachers’ discourses during training and planning of the Research Activities.The data were analyzed by the Pragmatic Method and Freirean Discourse Analysis. With the research development, we noticed the need for Didactic-Scientific Literacy. We stress perspectives for the Natural Sciences Didactic with a freirean approach, as well as reflections surrounding the teaching training models: banking and dialectic. Furthermore, it was found that the collaborative work in group training might be structured by the investigative approach, resulting in a didactic- methodological field that would encourage the teacher to investigate their own pedagogical practice in Science teaching. The data pointed out that the children’s COMQUÍMICA Project has been mobilizing in teachers the reflexive knowledge, whose principle is tied to DidacticScientific Literacy of the Science teacher.