Vivências formativas em uma comunidade de aprendizagem profissional para professores dos anos iniciais do ensino fundamental: gêneros textuais no letramento em ciências e em língua portuguesa

Abstract

Times marked by changes cause a feeling of disorientation for those who live them. Currently, whether in the social, technological or environmental sphere, it is possible to perceive the effects of that lack of consistency. In search of stability, one alternative is building communities. Regarding the science teaching career, we understand the premise is no different, that is, teachers are able to find mutual support and assistance before their daily challenges in this global scenario, through collective and collaborative work. For this reason, we aimed to study the perceptions science teachers who worked in the early years of Elementary School about their experience in a professional learning community in Curitiba and its metropolitan region, in the state of Paraná/Brazil, in the interface between science literacy and portuguese literacy. In this qualitative study, we held synchronous meetings for via Google Meet, also with asynchronous activities of reading and research. Its participants were four teachers beginning to teach the subject of science and who were active in the public school system and private school system. Aspects regarding the use of text genres in science classes were the main focus during the meetings, in which we studied theoretical and theoretical-methodological basis for said subject. Audio and video recordings of the community meetings, as well as one individual interview with each participant after all meetings were done generated the data, which we analyzed considering elements of the organizational level of Jean-Paul Bronckart’s Sociodiscursive Interactionism. As an educational product, we propose the conception of this professional learning community based, which contains suggestions for strategies, resources and the perspectives of the teachers who shared this experience. As a conclusion, this study highlights the need for programs and public policies that provide time and space for collective and collaborative training among Elementary School science teachers, in view of their support before of everyday challenges, permanence in the profession, professional development of teachers and quality of scientific education of its students from the first years in schools.