Formação continuada de professores da educação infantil num enfoque CTS

Abstract

The researches related to the sciences teaching have been increasing in the contemporaneity, involving frames, tendencies, inquiring, methodologies, formative features in several studies directed to the quality improvement in teaching-learning processes at science area. Thus, throughout this thesis, a qualitative study supported by formative and educational action-research, through primary teachers continuous education context at CTS approach. The study has a methodological anchor in qualitative research, supported by formative and educational action research. In order to fulfill its purpose, the research presents a theoretical discussion of the science, technology and society approach also with possible applicability to Childhood Education, corroborating the training of teachers and comprehensive childhood education of the early child. In its design, it consolidated into three formative and educational phases, which totaled 100 hours: 1. Initial diagnosis and theoretical and practical training; 2. Planning and theoretical-practical elaboration; and, 3. Validation, pedagogical documentation and evaluation. In all phases, the ethical imperatives of research were respected and the establishment of dialogue and collaboration between the subjects involved in the context, in particular, the trainer teacher (Higher Education) and consolidated teachers (Basic Education). The route followed included the construction of a collective portfolio, supported by pedagogical documentation as a source of monitoring, analysis and evaluation, which was transmuted at the end of the research / training, configuring the didactic-pedagogical product of the thesis: an educational website. The research achievement has demonstrated a significant contribution to the continuing education for teachers and their professional development, and also to the field of science teaching at CTS approach. Furthermore, healthy reflections emerged in the context and promoted professional satisfaction in the realization of authorship, which enabled to people that take part of research to be teachers and education scientists when materializing the pedagogical praxis in their educational routine.