Formação de professores dos anos iniciais do ensino fundamental no contexto da produção de hortaliças

Abstract

This dissertation aims to investigate what contributions the process of developing thematic workshops, based on curriculum references, can bring to the teaching practice of a school located in a rural area. With the involvement of the participating teachers, it was proposed to discuss the continuing education of teachers from the CTS approach, analyzing the school curriculum, looking for options to solve the difficulties encountered during the teaching practice, especially those related to the lack of adequate initial training. The research participants were seven teachers, one for each grade/year of the early years of elementary school, one pedagogical coordinator, and one principal. This is a qualitative research with a focus guided by Content Analysis proposed by Bardin (2011), since it was made use of writings, speeches and actions of the participants for data analysis. Initially, a questionnaire was applied to participants via Google Forms in order to conduct a survey on their prior knowledge and for an initial contact. Then, we proposed a continuing education course that took place in five meetings of approximately two hours each. For the presentation of the analyzed data, we chose to perform it in two moments: in the first, we expose the results from the questionnaire and, in the second, four categories were created with the data obtained during the continuing education, as follows: Reflections about the Continuing Teacher Education; Challenges found in Science Teaching; Reports related to CTS education and Thematic Workshop: from construction to validation. As an Educational Product, a collection was built, containing two thematic workshops constructed together with the research participants. A workshop for the fourth grade (How is the water you drink?) and one for the fifth grade (Why should we eat healthy?). We concluded, through the speeches and the initial questionnaire, that most of the participants have a degree in Education and face difficulties related to time, interdisciplinarity, and the preparation of teaching resources for Science Teaching. It is also evident the need for teacher training programs, whether initial or continuing, to give more voice to teachers, in order to make them feel part of the training process and that they can expose their needs so that the courses become more meaningful, meeting their difficulties. Finally, it is worth noting that the results obtained in the speeches and actions of the participants through OT show interest and a greater participation of the students, because they feel involved and look forward to what is going to happen.