Desenvolvimento profissional de professores que ensinam ciências da natureza: práticas para a diminuição do zoochauvinismo

Abstract

The interconnection between living beings is relevant to keeping life in existence on planet Earth. To this end, actions that go against zoochauvinism are needed, which refers to the exaggerated attention given to animals in studies and human activities. In order to contribute to this theme, an Educational Product was elaborated in the format of a teacher formation course so that Natural Science teachers could engage themselves in discussions that allow them to develop a less zoochauvinistic posture. From the ecological perspective with the educational focus to sustainability, a course was proposed: “What if we were more ecological educators?”, which is set out in an Educational Product previously validated by an examining board during the Master's Qualification Exam. Therefore, this research has aimed to investigate the contribution of a teacher formation course to the professional development of teachers who teach Natural Sciences in the perspective of reducing zoochauvisnim. Initially, a bibliographical survey was done about zoochauvinism and teacher professional development with emphasis on the professional development of Natural Science teachers. Taking into consideration its educational interventionist character, this research was methodologically framed in as qualitative in nature as it is inserted in the analysis of the social actions of the participants, given the direct interference of the researcher in conducting course activities. For data construction, the procedures and instruments used to track the intervention and collection process were recordings of the proposed activities, as well as textual productions done by the participants, Natural Sciences teachers, mostly in the initial years of Elementary School, and future school teachers. For the data analysis, the Narrative Analysis (Bolívar, 2002) was used, or a method that interposes empirical material and theoretical reference narratively. Based on the dimensions of professional development of Science teachers, this research results show that it was possible to provide a relatively fertile formational context for Natural Science teachers so they could become involved in professional development processes, more specifically in aspects of professional development with the activities proposed in the course. Participating teachers were able to develop to a greater or lesser extent in the dimensions of updating scientific knowledge, organizing and implementing teaching, and participating in social responsibility (Barolli et al., 2019). In addition, all discussions during the course strengthened conservation positions from an ecological perspective by reducing zoochauvinism.