Ciência investiga: proposta de sequência de aprendizagem investigativa para formação inicial de professores de ciências

Abstract

This dissertation presents the research called Ciência Investiga: Proposed Sequence of Investigative Learning for Initial Training of Science Teachers. The work was developed under the Graduate Program Creativity and Innovation in Higher Education Methodologies (PPGCIMES), in the research line Creativity and Innovation in Educational Processes and Products (CIPPE). In an introductory way, the context of Teacher Training is presented with a focus on future science teachers, with dialogues about this scenario and debates about the changes in the roles of teachers and students in the classroom. For this, we sought to understand the Training of Science Teachers and what are the challenges during the course through the survey of Natural Sciences Degree Courses (LCN) in the State of Pará, which train Science teachers to work in Elementary School II and their respective Pedagogical Projects. From bibliographical research, readings on Teaching by Research (EI) and Active Methodologies, the theoretical contribution of this work was built to propose a didactic and investigative methodology adapted to the context of Higher Education, skills to learn to investigate, investigate to learn, investigate to teach and teach to investigate among science teachers in training. Thus, it was developed, as an educational product, a Sequence of Investigative Learning (SAI) focused on the use by Higher Education teachers in the scope of Natural Sciences Degree courses for the teachers of Science of Basic Education. Understanding that the context of Initial Training of teachers in Natural Sciences is challenging, it is intended, through this product, to provide an approach that provides new experiences and skills through collaborative and investigative work.