Investigação da própria prática docente por meio da análise narrativa: um estudo e proposta de seus processos investigativos
Data
2022-03-02
Autores
Silva, Alex Rodrigues da
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Editor
Universidade Estadual Paulista (Unesp)
Resumo
Apesar da notória importância da Astronomia no ensino da Geografia, constando sua ligação intrínseca nos Parâmetros Curriculares Nacionais e na Base Nacional Comum Curricular para os ensinos fundamental e médio, ainda é difícil encontrar cursos de formação inicial e continuada que preparem o docente para o ensino de Astronomia. Nesse sentido, como um professor de Geografia atua diante de um currículo em que se faz presente o ensino de Astronomia? Em que medida os cursos de formação continuada estão impactando na formação dos professores? Como vêm se dando o desenvolvimento profissional docente? Partindo deste contexto investigativo como pano de fundo, esta pesquisa teve como intuito compreender em que medida a investigação da própria prática docente por meio de narrativas pode promover o desenvolvimento profissional docente? A pesquisa, de abordagem qualitativa, foi realizada por meio do método da análise narrativa tendo como base a teoria da investigação da própria prática docente, a partir da análise da própria prática do professor/pesquisador, durante o período em que participou do curso de formação continuada Diário da Céu (UNESP/Bauru). A constituição dos dados se deu por meio de entrevista pública, em que o professor/pesquisador foi interpelado por cinco entrevistadoras que participaram do curso de formação continuada “Diário do Céu”, resultando, após a transcrição em uma narrativa da entrevista, que foi analisada por meio da análise narrativa de narrativas. Por meio dos resultados é possível destacar a importância da análise da própria prática docente, uma vez que possibilita a compreensão do passado e na forma como se age no presente e o quanto isso reflete no desenvolvimento profissional. Ainda, a importância do trabalho colaborativo para pesquisas desta natureza, dos cursos de formação continuada. A pesquisa também revelou alguns desafios, como a dificuldade da realização da análise da própria prática, a compreensão de como ocorre ou pode ocorrer o desenvolvimento profissional, o qual está ainda arraigado na concepção do “outro” ser o responsável pela sua evolução e desenvolvimento, bem como pela desmistificação do distanciamento do pesquisador e seu objeto de pesquisa.
Despite the notorious importance of Astronomy in the teaching of Geography, with its intrinsic connection in the National Curricular Parameters and in the National Curricular Common Base for elementary and secondary education, it is still difficult to find initial and continuing training courses that prepare teachers for the teaching of Astronomy. In this sense, how does a Geography teacher act in the face of a curriculum in which the teaching of Astronomy is present? To what extent are continuing education courses impacting teacher education? How has the professional development of teachers been taking place? Based on this investigative context as a background, this research aimed to understand to what extent the investigation of teaching practice itself through narratives can promote teaching professional development? The research, with a qualitative approach, was carried out using the narrative analysis method, based on the theory of investigation of the teaching practice itself, based on the analysis of the teacher/researcher's own practice, during the period in which he participated in the continuing education course Diário da Céu (UNESP/Bauru). The constitution of the data took place through a public interview, in which the teacher/researcher was questioned by five interviewers who participated in the continuing education course “Diário do Céu”, resulting, after transcription into a narrative of the interview, which was analyzed through narrative analysis of narratives. Through the results, it is possible to highlight the importance of analyzing the teaching practice itself, since it allows the understanding of the past and the way in which one acts in the present and how much this reflects on professional development. Also, the importance of collaborative work for research of this nature, of continuing education courses. The research also revealed some challenges, such as the difficulty of carrying out the analysis of the practice itself, the understanding of how the professional development occurs or can occur, which is still rooted in the conception of the “other” being responsible for its evolution and development, as well as the demystification of the distance between the researcher and his research object.
Despite the notorious importance of Astronomy in the teaching of Geography, with its intrinsic connection in the National Curricular Parameters and in the National Curricular Common Base for elementary and secondary education, it is still difficult to find initial and continuing training courses that prepare teachers for the teaching of Astronomy. In this sense, how does a Geography teacher act in the face of a curriculum in which the teaching of Astronomy is present? To what extent are continuing education courses impacting teacher education? How has the professional development of teachers been taking place? Based on this investigative context as a background, this research aimed to understand to what extent the investigation of teaching practice itself through narratives can promote teaching professional development? The research, with a qualitative approach, was carried out using the narrative analysis method, based on the theory of investigation of the teaching practice itself, based on the analysis of the teacher/researcher's own practice, during the period in which he participated in the continuing education course Diário da Céu (UNESP/Bauru). The constitution of the data took place through a public interview, in which the teacher/researcher was questioned by five interviewers who participated in the continuing education course “Diário do Céu”, resulting, after transcription into a narrative of the interview, which was analyzed through narrative analysis of narratives. Through the results, it is possible to highlight the importance of analyzing the teaching practice itself, since it allows the understanding of the past and the way in which one acts in the present and how much this reflects on professional development. Also, the importance of collaborative work for research of this nature, of continuing education courses. The research also revealed some challenges, such as the difficulty of carrying out the analysis of the practice itself, the understanding of how the professional development occurs or can occur, which is still rooted in the conception of the “other” being responsible for its evolution and development, as well as the demystification of the distance between the researcher and his research object.
Descrição
Palavras-chave
Professores - Formação, Narrativa (Retórica), Formação profissional, Formação continuada, Investigação da própria prática, Análise narrativa, Investigation of the practice itself, Narrative analysis, Professional development, Teacher training, Training, Occupational, Continuing training