Análise da formação continuada de professores mediante participação em um grupo de estudos/discussão de física moderna e contemporânea

• Ano de defesa: 2010
• Autor(a) principal: Silva, João Ricardo Neves da
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Estadual de Maringá; Brasil; Programa de Pós-Graduação em Educação para a Ciência e a Matemática; UEM; Maringá, PR; Centro de Ciências Exatas
• Palavras-chave em Português: Formação continuada de professores; Física moderna; Autonomia docente; Ciências Exatas e da Terra; Matemática
• Link de acesso: http://repositorio.uem.br:8080/jspui/handle/1/4390

The aim of this study is to investigate the role of teachers' involvement in groups of study/discussion of Contemporary and Modern Physics topics in the formation of characteristics recommended by theoretical referentials which systematize the work of teachers' education. It is based on the assumption that study groups / discussion can have a very significant effect on teachers' continuing education, mainly when new subjects are dealt for these, such as Contemporary and Modern Physics. The studied groups operate in Parana and São Paulo states, as they are groups which have the same work method, besides different characteristics. From Discourse Textual Analysis techniques, it was possible to categorize the teachers' reports in a meeting diary, in which the discourse was deconstructed in search of the characteristics proposed by theoretical referentials as important for teachers in science. Through this research, it can be concluded that the study / discussion methodology may have rather important effects regarding the acquisition of reflection-in-action and autonomy characteristics by teachers who are involved in the discussions, apart from promoting an important discussion about the theoretical and practical approaches between the reflection-in-action concepts and teacher autonomy and also led to a change in the teachers' vision about the study in group and the upgrading Physics curriculum importance.