Formação continuada de profissionais da educação em ciências da natureza para os anos iniciais sob a perspectiva da semiótica peirceana

Abstract

This research starts from perception of the continued education of teachers as direction of reflections on pedagogical practices, which can instigate experimentation with the new, as well as focus on educational work directed to the real needs of the school community. The objective was to analyze the collaborative process of continued education of professionals from the early years involved in teaching Natural Sciences, having the storytelling as a resource for pedagogical practice based on Charles Peirce’s semiotics. For this, a course was developed for teachers and pedagogues entitled “Peircean Semiotic Path: continued education for professionals in activities related to the Science teaching in the early years of elementary school”, online using Google Meet platform held in March and April 2021. There was the participation of 16 professionals who works in the early years of elementary school in municipal public schools in Curitiba and other cities from the Metropolitan Region of Curitiba and also the coast of Paraná. There were five meetings, totaling a workload of 28 hours, being 20 synchronous and eight asynchronous. The formation developed in this course was structured só that there was a balance between the theoretical foundation anchored in Peirce’s semiotics, the epistemic skills stimulated and developed in the teaching Natural Sciences and the pedagogical practices of the participants, as well as that there was connection and continuity between the exhibitions, reflections and proposed activities, enabling a sequential logic in the construction of knowledge. It was qualitative, descriptive and analytical research. From the transcripts of video recordings of the training course meetings and the production of activities carried out by the participants, the corpus of analysis was constituted. The data were analyzed using Peircean semiotics. For this, the three general categories proposed by Peirce were used: firstness, secondness and thirdness, aligning them with the process of perception, meaning and resignification in step with the activities of perceiving, relating and knowing. The results allow us to say that the context of continued education that was developed set up a collective and collaborative learning environment, in which semiotics was perceived as a path that facilitates pedagogical practices, whether they are student assessment, the teaching process. Learning or professional practice itself. Thus, the continuing education on screen contributed to the participants’ perception of possibilities of using the didactic-methodological levels for the teaching-learning process. The Educational Product generated by this research was outlined from the development of the training course and constituted an educational guide for the continued education of professionals working in Natural Sciences in the early years, with storytelling and semiotics as possibilities very promising for the teaching-learning process.