A formação continuada de professores e as práticas pedagógicas em Ciências nos anos iniciais do ensino fundamental: um estudo organizado pela investigação-ação

Abstract

This dissertation stems from the investigation about the work of teachers who teach in the early years of elementary school. Its scope is the proposition and systematization of collective and collaborative training under the concept of actionresearch, as a possible process of expanding theoretical-practical knowledge fundamental to teaching action in Basic Education. In this way, the aim is to inquire how the insertion of a critical, reflective and investigative perspective in the context of teaching practice takes place, given the relevance that in-service training has in the collaborative context and in the development of Science education, as well as other curricular components. Thus, the generating problem is expressed in the following question: how can the action-investigation process contribute to the qualification of teaching practices in Science Teaching in a school in the Municipal Network of Curitiba – PR? Therefore, the objective is to analyze the teaching practice of Science teachers in the Early Years of Elementary School, when they are involved in a training proposal from the perspective of action-research. For the constitution of the data, we used structural elements from the educational research conception of the action-research itself, composing a qualitative methodological approach, initially conceived by a semi-structured questionnaire applied to teachers who teach Science and then by the systematic realization of collaborative workshops under the concept of action-research. Data analysis was also supported by the concept of actionresearch, generating two categories, namely: “Science teaching at school – approaches and confrontations in Science teaching at this stage of schooling” and “Identifiers for the development of a continuing in-service training based on actionresearch”. The results point to a qualification of pedagogical practice in Science when teachers engage in the constitution of collaborative groups referenced by the formative action of a Lewinian self-reflective spiral. It is also evident in its results that the work organized by action research is a viable alternative in the continuing education of in-service teachers, as it offers important theoretical and practical references in the epistemological scope of Science teaching. The Educational Product of this research is materialized in the composition of the systematization of basic elements to conceive the action-research in the school context, as a formative, collaborative, reflective and self-reflective teaching process externalized by relevant and emerging Science themes of the Early Years in Elementary School.