Entre cientistas, pesquisadores, professores e experimentos: compreendendo compreensões de experiências formativas no ensino de ciências

Abstract

This research emerges from a question raised by me about what is Science in a formative process that still extends. I do not intend to answer what is Science in this work, but understand understandings of the formative aspects that elucidate the formation of teachers who make Science while teaching Sciences. Therefore, I adopt qualitative research in an action-research process by which, when forming it, I form, by making them reflect I also reflect, by making them signify I (re) signify. This research process took place at the UFPA Science Club (CCIUFPA), a non-formal teaching space with a "pedagogical laboratory" profile. It was in this pedagogical laboratory that I tested hypotheses, experimented experiences, and assumed roles of researcher, teacher, and scientist in a movement of (re) signification of experiences through other new experiences. To develop the research, I followed a group of future chemistry and biology teachers who work at CCIUFPA as trainee teachers in 8th and 9th year of elementary school. The follow-up took place in the process of assisted pre-emptive practice and in partnership, in which I assume the role of teacher-mentor in lessons planning. That way I encourage the process of reflection-action on the experiences lived at CCIUFPA, at the same time, in which I reflect on the formative process through students when building data that guide me in this perspective. In this direction, I also evidence the process of signification of deformed visions of Science to the detriment of its propagation. To this end, I adopt techniques that make possible the reflexive process of participants, I use theorists of the area who make notes about devices that enable the understanding of such experiences. To analyze such data I use the discursive textual analysis. The results show that trainee teachers (re) signify their formative experiences in teaching science in an investigative process that excludes deformed and naive visions propagated by the formal school and the media. In experiencing such a process I also (re) signify my vision of Science and my formation in a movement to understand such understandings. They touch me, modify me, move me, make me who I am, which makes me reflect that such analyzes about understandings can contribute to the formation of teachers enabling them to do Science by teaching Science to their students.