O educar pela pesquisa e as oficinas pedagógicas: contribuições para prática docente no ensino de ciências das séries iniciais do ensino fundamental

• Ano de defesa: 2007
• Autor(a) principal: Osório, Vanessa da Conceição
• Orientador(a): Lima, Valderez Marina do Rosário
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Pontifícia Universidade Católica do Rio Grande do Sul; Porto Alegre
• Palavras-chave em Português: CIÊNCIAS - ENSINO FUNDAMENTAL; PROFESSORES - ATUAÇÃO PROFISSIONAL; EDUCAÇÃO CONTINUADA; OFICINAS PEDAGÓGICAS; ENSINO - TÉCNICAS
• Link de acesso: http://hdl.handle.net/10923/3072

This dissertation describes and analyses the evolution of a group of teachers willing to reflect and experience experimental activities with the aim of rebuilding the teaching practice regarding Science teaching. The research involved elementary school teachers of a municipal school of the interior of Rio Grande do Sul. The qualitative research approach contemplated aspects of research-action, having as its main goal to investigate the contributions of teaching principles for the teaching through research and experiencing at pedagogical workshops for the teaching qualification of teachers. The investigation combined four stages: initial interviews; meetings with the learning group; performance on an experimental activity by teachers in the classroom; final interview. Following the initial interviews, eight meetings took place within three months. The strategies used enabled the group to develop reconstructive questioning, argumentation, communication, and self production, to begin a process of autonomy as well as helped the group to overcome the existing obstacles and to improve the comprehension of their practice and of themselves. The reflections, discussions and productions point to the experiencing of educational principles of teaching through research and experiencing at the pedagogical workshops, as a proposal that contributed to the beginning of the teaching practice qualification process of teachers in Science teaching and for the recovery of their abilities. This work also reveals the importance of having at schools a space of reflection-action-reflection for the teaching professional development.