Uma experiência de formação continuada referenciada pelo Modelo de Investigação na escola

• Ano de defesa: 2013
• Autor(a) principal: Schemmfelnnig, Maranlaini Patricia Azevedo
• Orientador(a): Krüger, Verno
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Federal de Pelotas
• Programa de Pós-Graduação: Programa de Pós-Graduação em Ensino de Ciências e Matemática
• Departamento: Faculdade de Educação
• País: BR
• Palavras-chave em Português: Formação continuada; Modelo de investigação na escola; Conhecimento profissional dos professores; Concepções didático-metodológicas; Modelos didáticos pessoais
• Palavras-chave em Inglês: Continuing education; Investigation model in the school; Professional knowledge of the teachers; Didactic-methodological concepts; Personal didactic models
• Área do conhecimento CNPq: CNPQ::CIENCIAS HUMANAS::EDUCACAO
• Link de acesso: http://guaiaca.ufpel.edu.br/handle/123456789/1910

In this dissertation I analyse the changes occurred in the didactic-methodological concepts (personal didactic models) of four teachers from High School Areas of Natural Sciences and Mathematics of the State Technical School Professor Sylvia Mello, along the attendance of a continuing education proposal referenced by the School Investigation Model-SIM. The School Investigation Model (PORLÁN; RIVERO, 1998) is grounded in three meta-disciplinary theoretical perspectives: the evolutionary perspective and constructivist of the knowledge, the complex and systemic perspective of the world and critical perspective. According to these assumptions a process of continuing education consists of four stages or methodological moments: dynamisation, support for innovation, curricular experimentation and meta-reflection. These methodological moments are developed with the purpose of promoting the evolution or complexity of didactic and methodological conceptions of teachers and, consequently, the attitude related to them. The first step of the process of continuing education, reported in this study took place at the end of 2011, and the other ones were developed along the academic year of 2012, in which were developed in conjunction with the steps of innovation support and curricular experimentation, in the form of readings and discussions that provided the preparation of a interdisciplinary teaching project. The identification of the didactic models of the teachers was conducted through questionnaires, in which I tried to seek their point of views about knowledge and educational content, teaching and learning, assessment. Aiming to analyse the changes that occurred over the training process these questionnaires were applied at three different times: the first one, during the stage of dynamisation, in which it was possible to identify their initial conceptions (initial didactic model), the second one, in the half of 2012, during the school recess, and the third one, when carrying out the activities of teaching project closure, that culminated with the end of the school year. The analysis of the collected material, performed through discursive textual analysis (MORAES; GALIAZZI, 2007), indicated that the process of continuing education contributed to a qualitative switch in the didactic models of the teachers, promoting the complexity of teaching conceptions as transmission of scientific content adapted to school, learning by receiving information and assessment as learning verification of the students. Thus favoring the restructuring of their ideas and paving the way for an integrated approach to educational content, appreciation of the role of the student, and the consideration of the importance of a formative evaluation. The identified advances along this study show that the proposed continuing education based on the Model of Research in the School has formative potential to promote the development of didactic and methodological conceptions of teachers and behavior associated with them.