Formação continuada em serviço dos professores de ciências do sistema municipal de ensino do Recife - Pernambuco : complexidade e ambiguidades do programa Qualiescola II

Abstract

In Brazil, agreements between public administration and private initiative through cooperative contracts with non-profit civil society organizations gain strength, motivation and outlines in the 2000s. During this period, there is a growing interest of the state and municipal governments in cooperation agreements on the grounds of financial support, mainly in the process of continuing teacher training. In this direction, the municipality of Recife implemented the Qualiescola II programme, aiming to qualify the teachers of the municipal education system. In order to analyse this programme with emphasis on the formation of science teachers, we assume as hypothesis that: "The Qualiescola II training programme for science teachers, instituted and implemented by Instituto Qualidade no Ensino in the municipal system of education of Recife - Pernambuco, between 2011 and 2014, emphasises the complexity and ambiguities inherent to personal, professional and institutional development of these teachers". Through this assumption, we try to analyse the possible contributions of the Qualiescola II programme for the continuing education of science teachers who worked in the municipal system of education of Recife - Pernambuco, from 2011 to 2014. Thus, we set as specific objectives: to analyse the conception of continuing formation that bases the Qualiescola II/sciences programme; to describe the theoretical, methodological and pedagogical strategies used by the Qualiescola II programme for science teaching in the final years of fundamental education; and to identify the implications of the Qualiescola II formative process for the practice of the science teaching, regarding the overcoming of complexity and ambiguities intrinsic to their professional training. As a methodological design of our research, we prioritised the qualitative-phenomenological approach, bringing as main theoretical contribution the interactive methodology, which has as its chief vehicle the dialectic hermeneutic circle (CHD) technique. Field research was conducted through interviews using CHD, questionnaires and analysis of official documents. Two groups of respondents participated in the research: in the first phase, the training teachers, and in the second, the science teachers. The main theoretical references used for the data treatment were: the complexity according to Morin (2005), and dialogicity, according to Freire (2005). Peroni (2009/2010), Adrião (2009/2010/2013), Imbernón (2009/2010), Gil-Pérez (2001), Carvalho (2011), Delizoicov (2007), Angotti 2007) and Pernambuco (2007) were also used as reference. The results indicate that the programme adopts the structuralist model of training based on a technicalist conception, with a mastery of the subject knowledge (disciplinary). The dialogicity and the analysis of the complexity and ambiguities of the problematic situations of professorship do not support the theoretical, methodological and pedagogical strategies, in this way it prevents the emergence of disruptive innovations. In this programme, science teaching and learning focuses on the cognitive and operational aspects of knowledge. As contribution to the advancement of knowledge, we foster the possibility that future processes of continuing education of science teachers have a new configuration. This proposal feeds the debate through dialogicity, the breakdown of the positivist paradigm and analysis of the educational reality as a whole for a contextualized teaching and, consequently, of better quality for the development of the critical awareness of teachers and students through a contextualized and liberating teaching and training.