Atividades práticas no ensino de ciências: saberes docentes e formação do professor

• Ano de defesa: 2014
• Autor(a) principal: Labarce, Eliane Cerdas [UNESP]
• Tipo de documento: Tese
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Estadual Paulista (Unesp)
• Palavras-chave em Português: Ciencia; Ensino; Formação profissional; Professores - Formação; Science
• Link de acesso: http://hdl.handle.net/11449/110909

The research accompanied an experience of continuing education of science teachers from a collaborative project between uiniversity and school, titled Dialogues Project on the Teaching of Natural Sciences. The objective of this investigation was to generate support for reflection on the processes of teacher education in the area of teaching natural science, especially with regard to the presentation and discussion of practical activities as formative strategy, from which knowledge teachers of various kinds were mobilized. Data were collected in field notes and analysis from the description of twelve of practical activities presented and discussed at fortnightly meetings with teachers, we can state that a process of continuous education of science teachers, organized from the discussion and execution of practical activities can contribute to refine knowledge that teachers of various natures, among them, Disciplinary Knowledge (with respect to the concepts used in practical activities), Knowledge of vocational training (the role of practical activities in the processes of teaching and learning, the limitation of practical activity in some learning situations, importance of planning and previous tests), Curricular knowledge (contact with various proposals for practical activities in textbooks, web sites, and other similar materials) and Experiential knowledge (from the experience of situations to conduct practical activities among peers, planning and preparation practical classes, organizing and testing of materials and equipment to be used in the classroom to conduct some exercises with the students, allowing us to understand how they interact with the various). We believe, however, that the mobilization of this knowledge was not dependent on the completion of practical activities per se, but a set of training strategies employed by external reviewers when discussing the practical activities