A construção de saberes docentes no desenvolvimento de práticas investigativas

Abstract

This research was to investigate the teaching knowledge of science teachers, with the objective of answer the following question: Which teaching knowledge are produced in the development of an investigative practice? I take the qualitative research. Four teachers were identified, who developed investigative practices in their teaching. Their actions were carried out in different locations in Brazil State of Para: Abaetetuba, Inhangapi and Islands Region. These subjects were interviewed and explained how the experience. The data produced were analyzed based on the guidelines of textual and discursive analysis. In this way, it was possible to identify the knowledge produced. I organized the analysis process into five axes, to know the subjects in different aspects, in particular their knowledge. The Knowledge produced, from investigative practice, was constituted through the relationship with the students, with school and community, however, moved by a particular history of formation and life history, besides the desire to provide to students that which, in the view of the subjects, was denied them in their schooling process. I demonstrate teacher knowledge built from experiences with the investigative practices experienced in the course of basic schooling, as students, during the initial formation and in the exercise of the profession. These knowledges express understandings about science, subject formation and the teaching and learning process. This study showed that the development of investigative practices potentiates the construction of knowledge, showing itself as an important tool for the training of science teachers.