Experiências formativas em contexto com professores que ensinam ciências nos anos iniciais do ensino fundamental

Abstract

The dissertation contemplates the objective of conceptions investigated/ teachers visions about the teaching and practice in the early years of elementary school. These teachers are linked to a primary school in the municipality of Belém/PA. The research focuses on the qualitative delineation, guided by the narrative research approach, are involved in the field of research five teachers and the teacher (trainer). In the analysis of data it was Discourse Analysis, through which two categories emerged: teaching: reports of teachers from the initial years of elementary school; The view of the teachers from of the training workshop. There are signs of an attitude change towards the knowledge involved through the partnership built in the continuing training workshop for science teachers, and the production of the didactic product to give amplitude to future formations. We highlight the relevance of creating in the school itself and to distance itself from the obsolete teaching and learning print approach closer to the reality of the teacher. It is suggested that this be a crepito to advance in research in education, above all, to bring the teacher closer to the reflection of his own practices.