Formação docente para a inovação didática: tensões e possibilidades de uma experiência formativa

Abstract

Motivated by concerns still awakened in my initial training, lean over me to investigate tensions and possibilities that emerge from a formative experience that proposes innovative, at the context of teachers initial preparation. Aim understanding tensions and possibilities correlated to didactic innovation. To do so, I bet on the proposal of the Three Pedagogic Moments believing that integrates complex thinking in the construction of scientific knowledge, contributing to a critical view of the student, then can be inserted into an innovative concept of education. To approach answers, I opted for qualitative research, setting up an action-research, in the context of Integrated Degree in Science Education, Mathematics and Languages of the Universidade Federal do Pará. As a "model" of formation, the Course has innovative features, which seeks to integrate the specific knowledge and pedagogics of the contents, valuing the complex thinking and reconnection of knowledge. The livings in that theme contributed to the understanding the tensions and possibilities related to teaching innovation. The initial stages of the research have established a very conflictive universe, to me and to the participating subjects. In the context, emerged tensions related to the difficulty of problematizate a subject – being a problem the problematization - resistance to abandon the traditional classes that both criticized and difficulties in overcoming the moorings of a punctual and purposive evaluation, limiting the closed exercise of memorization and fixation. Such difficulties are legacies of a minds colonization of a teacher formation still lived when students. However, these events constitute in an authentic problematization of formative experience, including the potential to overcome and break barriers so ingrained in us, teachers. Then, the "problem" mobilized by complex tensions and resistances, allowed a decolonization process in which the (re)construction of meanings related to the "know-how" and "how to be" teachers of subjects in training were building up.