A formação de professores dos anos iniciais do ensino fundamental em espaços não formais na Amazônia: investigando uma iniciativa no Centro de Ciências e Planetário do Pará
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Data
2019-08-16
Autores
Venturieri, Bianca
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Editor
Universidade Estadual Paulista (Unesp)
Resumo
A educação em ciências é uma prática social que vem sendo cada vez mais ampliada e desenvolvida nos chamados espaços não formais de educação. Por apresentar estratégias de ensino atrativas e interativas, a utilização desses espaços pode contribuir para uma alfabetização científica mais efetiva tanto para os alunos como também para os professores. Partindo dessa perspectiva o objetivo geral desta pesquisa foi analisar as possibilidades e limites de uma proposta de formação continuada de professores dos anos iniciais do Ensino Fundamental, que busca uma ressignificação da relação entre o ensino de Ciências em espaços não formais e a prática docente escolar. Para atender tal objetivo a pesquisa foi desenvolvida, no período de janeiro de 2016 a março de 2018, no Centro de Ciências e Planetário do Pará – CCPP, localizado na cidade de Belém no estado do Pará. Os sujeitos foram professores de Ciências que atuavam em turmas dos anos iniciais do Ensino Fundamental e os dados qualitativos foram coletados por meio da observação participante, de questionários e entrevistas. A análise dos dados coletados utilizou-se o conjunto de técnicas da Análise de Conteúdo. Através dos resultados obtidos a partir do levantamento do perfil dos professores foram realizadas ações de formação onde a proposta levou em consideração a análise crítica da realidade docente. A formação foi desenvolvida no período de julho a novembro de 2017 e o último encontro ocorreu em maio de 2018. O processo formativo ocorreu em 5 etapas: 4 etapas presenciais e 1 etapa com atividades de orientação a distância. Em cada etapa aconteciam os encontros de formação que duravam aproximadamente 2 horas, totalizando uma carga horária de 30 horas de atividades presenciais e 10 horas de atividades a distância, com a carga horária geral da formação de 40 horas. A metodologia desenvolvida por esta formação proporcionou debates e reflexões referentes ao Ensino de Ciências nos anos iniciais bem como o incentivo pela autonomia na elaboração de propostas de ação voltadas a realidade das turmas em que os professores atuavam. Os professores cursistas consideraram suas necessidades formativas atendidas, pelo fato do Centro de Ciências ter contribuído para um tipo de formação que não se limitou à atualização científica e didática, mas para ampliação de possibilidades, como o espaço para as discussões sobre a problematização da realidade escolar, o incentivo a reflexão sobre a pratica pedagógica e o incentivo a uma maior autonomia nas atividades didáticas relacionadas ao ensino de ciências. Pode-se concluir que esse espaço investigado possui um grande potencial para o desenvolvimento de programas de formação continuada de professores, porém afirmamos a precariedade no que tange a formação inicial dos professores dos anos iniciais, bem como a carência na oferta de formação continuada em Ciências Naturais nesta região do país. Espera-se assim que essas reflexões do presente texto possam trazer contribuições para o Ensino de Ciências nos anos iniciais do Ensino Fundamental, sobretudo, incentivando outros Centros e Museus de Ciência a introduzirem ações formativas contínuas para os docentes dos anos iniciais, mediante propostas de formação que propiciem um ambiente crítico e reflexivo.
Education in science is a social practice that has been increasingly expanded and developed in the so-called non-formal spaces of education. By presenting attractive and interactive teaching strategies, the use of these spaces can contribute to a more effective scientific literacy for both students and teachers. From this perspective, the general objective of this research was to analyze the possibilities and limits of a proposal for the continuous training of teachers from the initial years of Elementary Education, which seeks a re - signification of the relationship between science teaching in non - formal spaces and school teaching practice. In order to meet this objective, the research was carried out from January 2016 to March 2018 at the Center of Sciences and Planetarium of Pará - CCPP, located in the city of Belém in the state of Pará. Subjects were science teachers who worked in classes from the initial years of elementary school and qualitative data were collected through participant observation, questionnaires and interviews. The analysis of the collected data was used the set of techniques of Content Analysis. Through the results obtained from the survey of the profile of the teachers were carried out training actions where the proposal took into account the critical analysis of the teaching reality. A was developed in the period from July to November 2017 and the last meeting took place in May 2018. The training process took place in 5 stages: 4 face-to-face stages and 1 step with distance orientation activities. At each stage, the training sessions lasted approximately 2 hours, totaling a workload of 30 hours of face-to-face activities and 10 hours of activities at a distance, with the overall workload of the 40-hour training. The methodology developed by this training provided debates and reflections regarding the Teaching of Sciences in the initial years as well as the incentive for autonomy in the elaboration of proposals of action focused on the reality of the classes in which the teachers worked. The cursist teachers considered their training needs met, because the Science Center contributed to a type of training that was not limited to scientific and didactic updating, but to expand possibilities, such as the space for discussions about the problematization of school reality, encourage reflection on pedagogical practice and encourage greater autonomy in didactic activities related to science teaching. It can be concluded that this area investigated has great potential for the development of programs of continuing teacher training. However, we affirm the precariousness regarding the initial training of teachers in the initial years, as well as the lack of provision of continuing education in Natural Sciences in this region of the country. It is hoped, therefore, that these reflections of the present text may bring contributions to Science Teaching in the initial years of Elementary Education, above all, encouraging other Science Centers and Museums to introduce continuous formative actions for the teachers of the initial years, through training proposals that provide a critical and reflective environment.
Education in science is a social practice that has been increasingly expanded and developed in the so-called non-formal spaces of education. By presenting attractive and interactive teaching strategies, the use of these spaces can contribute to a more effective scientific literacy for both students and teachers. From this perspective, the general objective of this research was to analyze the possibilities and limits of a proposal for the continuous training of teachers from the initial years of Elementary Education, which seeks a re - signification of the relationship between science teaching in non - formal spaces and school teaching practice. In order to meet this objective, the research was carried out from January 2016 to March 2018 at the Center of Sciences and Planetarium of Pará - CCPP, located in the city of Belém in the state of Pará. Subjects were science teachers who worked in classes from the initial years of elementary school and qualitative data were collected through participant observation, questionnaires and interviews. The analysis of the collected data was used the set of techniques of Content Analysis. Through the results obtained from the survey of the profile of the teachers were carried out training actions where the proposal took into account the critical analysis of the teaching reality. A was developed in the period from July to November 2017 and the last meeting took place in May 2018. The training process took place in 5 stages: 4 face-to-face stages and 1 step with distance orientation activities. At each stage, the training sessions lasted approximately 2 hours, totaling a workload of 30 hours of face-to-face activities and 10 hours of activities at a distance, with the overall workload of the 40-hour training. The methodology developed by this training provided debates and reflections regarding the Teaching of Sciences in the initial years as well as the incentive for autonomy in the elaboration of proposals of action focused on the reality of the classes in which the teachers worked. The cursist teachers considered their training needs met, because the Science Center contributed to a type of training that was not limited to scientific and didactic updating, but to expand possibilities, such as the space for discussions about the problematization of school reality, encourage reflection on pedagogical practice and encourage greater autonomy in didactic activities related to science teaching. It can be concluded that this area investigated has great potential for the development of programs of continuing teacher training. However, we affirm the precariousness regarding the initial training of teachers in the initial years, as well as the lack of provision of continuing education in Natural Sciences in this region of the country. It is hoped, therefore, that these reflections of the present text may bring contributions to Science Teaching in the initial years of Elementary Education, above all, encouraging other Science Centers and Museums to introduce continuous formative actions for the teachers of the initial years, through training proposals that provide a critical and reflective environment.
Descrição
Palavras-chave
Formação continuada de professores, Espaços não formais, Ensino de ciências, Anos iniciais do ensino fundamental, Continuing teacher education, Non-formal spaces, Science education, Initial years of elementary school