A FORMAÇÃO DE PROFESSORES NO ENFOQUE CTS NA AULA DE CIÊNCIAS PELA NARRAÇÃO DE UNIDADES DE APRENDIZAGEM NO GRUPO DE PESQUISA/FORMAÇÃO.

AUTOR(ES)
DATA DE PUBLICAÇÃO

2010

RESUMO

Nine teacher s learning are viewed at the group of research/training in a collaborative educational process. It is linked the training of science teachers and curriculum development through narration of Learning Units (LU) on the Science, Technology and Society (STS) focus. From the central research question: What has been learned in an educational process that sought the relationship between the training of science teachers and curriculum development through narration of a LU in the STS? Three learning result from the analysis of individual reflective reports and supplementary to the educational process: learning to be a teacher with the Other; learning to be author of his pedagogical proposed; learning the appropriation of cultural tools. After that, learning on the focus of STS are presented and discussed from the reports and reflective narration of the LU. The arguments constructed along the survey joined to the narration of LU show that work helped set up the teacher who has become a more author in his classroom, making it possible to identify necessary conceptual extensions of the STS in the process of teacher s formation. This has reinforced the idea that teachers, when narrating their LU, share their knowledge and practices at research/training and thus can modify their chooses both in practice and the theories that give them support and also that it is necessary that these research groups/training to present and discuss the lessons, to advance the understanding of how best to develop the STS approach. In short, the classes reports show to be fundamental in order to comprehend pedagogical theories of the teachers in continuous formation processes. With regard to the STS, the stories show an important initial movement which needs to intensify problematizations about the superiority of the model of technocratic decisions, the salvationist prospect of S&T and technological determinism. At the end it is proposed that these problematizations should be emphasized and strengthened in the educational research/training that intend to articulate the training of science teachers and, curriculum development through narration of LU in the STS focus that especially require the decision of participants in pedagogical situations on topics and local issues.

ASSUNTO(S)

teachers learning sts focus educacao enfoque cts unidades de aprendizagem formação de professores learning units

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