Teacher training: challenge of research as a pedagogical practice

• Autor(a) principal: Almeida, Cristiane de
• Data de Publicação: 2020
• Outros Autores: Boff, Eva Teresinha de Oliveira, Lopes, Anemari Roesler Luersen Vieira
• Tipo de documento: Artigo
• Idioma: por
• Título da fonte: Roteiro (Joaçaba. Online)
• Texto Completo: https://periodicos.unoesc.edu.br/roteiro/article/view/20259
• topic: Ensino de Ciências da Natureza; Formação de professores; Teoria histórico-cultural; Docencia en Ciencias Naturales; Formación de profesorado; Teoría histórico-cultural; Teaching of Natural Sciences; Teacher Training; Historical-cultural theory

The aim of this article was to analyze an interactive process of teacher education, developed in a school of basic education in State in Rio Grande do Sul (RS, Brazil), permeated by the research. A study group was set up with teachers from the area of Natural Sciences, who planned and developed classes for three courses of the second year of High School, focusing on the proposed (re)organization called Study Situation (SS), which has as contribution theoretical and historical-cultural referential, with its bases in Vigotski. We investigated the possibilities of articulating the school contents with socially relevant themes. From the data analysis emerged three categories: Research as pedagogical principle; Research as an educational principle; Articulation of school contents with student research. The data produced showed signs that the interactive process contributed to learning for students and teachers; because teachers, when modifying their pedagogical practice to better guide students in their research, also did the research; and thus carried out the research as a pedagogical and educational principle.