Qualidade de desenvolvimento profissional docente em práticas de pesquisas em ensino por investigação na Amazônia

Abstract

This doctoral dissertation aims to understand how a Science Club in the Pará region of the Brazilian Amazon, as a community of practice, supports quality Teacher Professional Development (TPD) through actions oriented toward inquiry-based teaching. In line with current trends in Brazilian graduate programs, the research is presented in a multipaper format, consisting of three articles two systematic literature reviews and one empirical study articulated by a contextual introduction and an integrative conclusion. The investigation seeks to answer the following central question: how does the quality of TPD emerge through research-oriented practices in inquiry-based teaching within a Science Club in the Amazon region of Pará? The first article offers a comprehensive analysis of TPD in science clubs, highlighting formative strategies, challenges faced by teachers, and impacts on pedagogical practice. The second discusses the relationship between TPD and learning from the perspective of the investigative subject, emphasizing the need for training that goes beyond the technical dimension and fosters critical, reflective, and committed attitudes. The third article characterizes science clubs as spaces for teacher transformation, supported by collaborative practices, investigative approaches, and alternative forms of organizing pedagogical work, especially in contexts marked by sociocultural diversity and limited resources. The results point to the relevance of collaborative and interactive approaches within Science Clubs, in which teachers take on the role of facilitators of learning, practice, and research. The findings highlight the importance of supporting and expanding initiatives of this kind, as they promote meaningful TPD opportunities, contributing both to the improvement of pedagogical practices and to the strengthening of professional teacher identity. Such spaces prove essential for fostering an education that is contextualized and aligned with contemporary demands and with the specificities of the Amazon, particularly regarding reflective practices related to the environment and the immersive pedagogical potential of the region—in this case, the Pará region of the Amazon.