O diário da prática pedagógica, a discussão em grupo e o processo reflexivo no contexto do estágio supervisionado em biologia

• Ano de defesa: 2012
• Autor(a) principal: Oliveira, Juliana Moreira Prudente de
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Estadual de Maringá; Brasil; Departamento de Matemática; Programa de Pós-Graduação em Educação para a Ciência e a Matemática; UEM; Maringá, PR; Centro de Ciências Exatas
• Palavras-chave em Português: Formação de professores; Prática pedagógica; Professor reflexivo; Diário da prática pedagógica; Reflexão individual e coletiva; Brasil.; Teacher formation program; Teaching practice diary; Individual and collective reflection; Thoughtful teacher; Brazil.; Ciências Exatas e da Terra; Matemática
• Link de acesso: http://repositorio.uem.br:8080/jspui/handle/1/4469

The way the formation of teachers is understood can influence a teacher's being and acting. Thus, discussions about the thoughtful teacher during the years of graduation may end up improving pedagogical practice in classes. A useful tool that has contributed to foster reflections on teacher formation programs is the teaching-practice diary. Starting from it, this paper aimed at investigating, by means of group discussions, the use of the diary as an instrument that propels individual and collective reflection processes during the supervised biology teaching practice. We focused on identifying/interpreting the practitioners reflections taken from both the diary and the group, and the difficulties they came across within their practice. We also had them share the possible solutions they found, inquiring of them if the group discussions and the diary registers contributed with improvements on teaching practice and/or on the formation of a thoughtful professional. Six students participated in the search, all belonging to a state university of western Paraná and studying the Biological Sciences Teacher Formation Course. Besides the practitioners, there was usually a supervising professor on the groups, who was only present when she was available. Their proposal was to build teaching practice diaries in order to register their reflections and then discuss them. Seven meetings were required to that end. Data collecting involved the built diaries, the discussions carried out and an individual interview that happened at the end of the search with all six students. By means of a quality and content analysis, it was possible to identify a profile of the practitioners and their academic experiences, as well to assess their knowledge in relation to what being a thoughtful teacher means. When it came to using the diary, there was a little resistance against building it at first, and one of the practitioners actually did not do it. Their thinking on the subject showed that they lived many difficulties during practice, as in student indiscipline, in class planning and in the content selected for the classes. It was also possible to ascertain that their practice was the start of building a thoughtful professional, since all of them advanced to the level of reflection and interpretation, that is, they made an effort to understand their obstacles in class. Some reached a reconstruction level, which is when knowledge about the practice is built or rebuilt, and consequently changes their actions. In this perspective, it can be argued that both the diary and the group discussions constitute a feasible way for the formation of thoughtful professionals in the years of graduation, as evidenced in the investigated context.