O ensino de ciências por investigação na perspectiva da ensinagem : contribuições para a formação inicial de professores

Abstract

Both the guiding documents of Brazilian Education and research in the area of Science teaching have pointed to the need for science classes to take on a different dynamic from that imposed by the traditional approach, based on the proposal for sharing knowledge between subjects , both teacher and student, based on work with investigative activities. That being said, this study analyzed the impacts of Science Education through Research in its relationship with the Teaching process for the initial training of teachers as its general objective. To this end, a qualitative research was carried out both with instructors and students taking a Biological Sciences Degree course, offered by a federal public university. The analysis of the official documents of the aforementioned course, the conduction of a questionnaire was carried out with the undergraduate students, the conduction of semi-structured interviews with teachers, in addition to the production of several materials (brainstorming and conceptual maps) during a Discussion Workshop with graduates were done seeking to obtain the data. As a device for data analysis, Discourse Analysis was chosen. It was found that the conception that the didactic approach of Teaching by Investigation circulates among the researched subjects and represents an important way to overcome the dogmatic-transmissive approach, still very present in higher education. However, the obtained results suggest that only a few elements of this approach are found in the teaching of instructors surveyed in this study. These teachers, though recognizing the potential and the achievement of the educational objectives observed when working with investigative activities, do not assume the full use of the approach. It was also found that the approach / appropriation with some of the elements / principles that characterize the didactic approach to Teaching by Research has favored the consolidation of a professional profile marked by the teaching practice, adopting an investigative perspective. Based on what has been built, it is suggested that future studies follow paths that help to strengthen the discussions around the implementation of the didactic approach to Teaching by Research in the context of the initial training of Biology teachers, so that necessary conditions for promoting professional teacher training can be promoted. Also, we acknowledge the need that such thoughts must also be offered among teachers that work with Elementary Education in order to contribute to a critical and autonomous Education more effectively, and, above all, with the promotion of Cientific Literacy.