Problematização da docência e aproximações à inovação didática na formação continuada de professores de ciências

Abstract

This research is motivated by concerns from my first teaching experiences, still in my undergraduate studies, which persist to accompany me even in the present time. As a result of them, I seek to understand in what terms formative experiences, shared by science teachers, within a continuing education, inspired by the Biographical Project Workshops, express the problematization of teaching and rehearse Teaching Innovations. This is a research-training, based on the (auto)biographical method, which explores life and training histories of fourteen (14) teachers who teach Science, in an in-service training. The results were possible because the participants of the research sought, in their own way, the continuing education, for already feeling dissatisfied with the way they were teaching. Even so, they arrive at the course wanting to learn "recipe packages" to better teach their students. However, they are surprised by experiences that lead them to question their teaching practices, awakening in them a more reflective and inquisitive look at themselves, personally and professionally, leading them to investigate their own practices and to recognize limitations in their performance, which awakened in them the desire to try new/other ways of doing things in their teaching. From this, new beginnings emerge, which awaken in the participants the feeling of incompleteness and guide them to a process of self-knowledge, which makes them responsible for their (self)forming and transforming power, allowing them to act on themselves and to operate their own didactic choices, which rehearse, in their teaching, Didactic Innovation. In view of the facts reported, I argue that Didactic Innovation is constituted as a product and process of selfknowledge of teachers through autobiographical formative experiences, shared in dynamics of continuing education and problematizing of teaching, constituting a possible way to produce innovative views on the teaching practice open to becoming.