Estudo das reflexões sobre a ação de uma professora de ciências : um caso de formação continuada

AUTOR(ES)

Patrícia de Oliveira Rosa-Silva

DATA DE PUBLICAÇÃO

2008

RESUMO

This qualitative research deals with a continuing education process in a perspective of reflective intervention shared between us and a Science teacher of a State elementary school situated in Londrina/PR. This process was focused on the collaborative work that values the practice and knowledge conditions as well as the teacher’s expectations, specially concerning the possibility of changing her practice, due to a reflective education strategy, the trifasic autoscopy, which occurred in the form of a “room of mirrors” (SCHÖN, 2000). This strategy enabled the teacher’s reflection upon the education practice in the pre-active phase (reflection for the action, with the elaboration of lesson plans) and the post-active phase (reflection on the action, using the video), that is, before and after she had developed the lessons (interactive phase). Thus, the main purpose of this research is to analyze the data related to the moments of reflection on the action, based on the theoretical framework of Schön’s concept of reflective practice (1997, 2000). In this analysis, three reflective dimensions were focused: the practice characterization, the teacher’s emotional aspect and the student. Furthermore, it was described how the partnership between us and the teacher occurred in the continuing education process, which had the companionship as the main characteristic. Results show that when the teacher observed herself on the video, she tried to understand her actions based on the description of the teacher’s work epistemology that underlies her practice. This understanding also occurs by the elaboration of questionings, by the proposition of solutions and by the restructuration of some reflections and conducts that she considers necessary or appropriate in the interactive phase (classroom). The data also show expectations, problems and difficulties for the teacher’s improvement which might contribute to the understanding of the teachers’ education and for the theoretical advances in the area.

ASSUNTO(S)

educação permanente prática de ensino science - study and teaching science - teacher training practice teaching ciências - estudo e ensino ciências - formação de professores

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