Formação profissional de professores de ciências: desafios, aprendizagens e construções do ser e fazer docente

Abstract

This work is of a qualitative nature in the narrative modality that ventures through the experiences recounted by two science teachers in the initial phase of their professional practice. In order to obtain the narratives, I proposed virtual meetings with the following direction: I ask you to tell me your outstanding experiences/situations/activities in your initial training and at the beginning of the teaching exercise for your professional training. For my analyses, I use Discursive Textual Analysis - ATD which is a methodology that helps to obtain new apprehensions and meanings of the phenomenon under study. They allowed me new looks, tones and colors to the point where two sections of analysis emerged, the first - The teaching life: discovering new meanings in professional practice , second section - Professional training of science teachers: feelings and emotions that emerge in the first years of professional practice. Therefore, the experiences told were and are significant for professional training, they are the moments of crossings that enabled new perspectives for the teaching profession. To the point of configurations and reconstructions being made taking into account the singularities and stories that intertwine during professional life. And as a possibility of considerationsit is possible to think that there are internal and external elements that influence the being and doing of the teachers, the worlds, the adventures they have lived and the relationships they bring, as well as the expectations and needs linked to the teaching-learning process. Thus, I assume teaching as a profession full of impasses, subjectivities, desires and constructions of specific knowledge that characterize and value the subject teacher, without a doubt these professionals are the ones who actually know what happens in the classroom.