Entre cavernas, obstáculos e horizontes: um olhar sobre a formação continuada de professores de ciências da natureza à luz da hermenêutica, dialogicidade e complexidade

Abstract

The thesis presented brings me to the core of the Continuing Education of Teachers, contemplating the legal regulations that guide it, the perceptions and articulations with the teaching practice. The guiding line of the research was guided by the following question: What is the link between continuing education policies, continuing education and the teaching practice of Natural Science Teachers (Biology, Physics and Chemistry) who work in High School offered by the Network State Public? The structuring of such questions was fundamental for the constitution of the biases and perspectives developed. It was through such questions that the plots were built, and the great web of knowledge was revealed. Considering the reflections that culminated in the emergence of such questions, we elect as a presupposition the following statement: The epistemological bases and rationales that guide public policies for teacher education materialize in continuing education and contribute to strengthening the distance between what is discusses in continuing education and what is experienced by the teacher in the context of the classroom. The main objective was to investigate the contributions of Public Policies for Continuing Education and Continuing Education for the teaching practice of Biology, Physics and Chemistry Teachers who work in High School offered by the Pernambuco State Network. For this, the following specific objectives were outlined: Identify the rationalities and epistemological bases that guide the National Policy on Teacher Education and its implications in the continuing education process experienced by Biology, Physics and Chemistry Teachers who work in High School offered by the State Network of Education of Pernambuco; Analyze the conceptions of Teachers about Continuing Education; Understand the perceptions of teachers about the relevance of ongoing training experienced and their contributions to the redefinition of teaching practice. The Interactive Methodology (OLIVEIRA, 2001) and the Hermeneutic-Dialectical Circle (CHD) were used as a technique to obtain the data, and the Interactive Hermeneutic-Dialectic Analysis (AHDI) as an analysis tool, the group of participants was composed of 05 professors who teach Biology, Physics and Chemistry in the Pernambuco State network and 01 trainer in the area who works in a regional education management. The reflections and discussions carried out were supported by the contributions of theorists who have been dedicated to the analysis of issues related to the continuing education of teachers and the exercise of the teaching profession and who, based on criticism of technical and instrumental rationality. The results indicate the need to reformulate the understandings and experiences built in the context of continuing teacher education and the discussion of multidimensional continuing education that meets the new training demands and perceives the teacher as a co-author of its formative process.