Formação coletiva: contribuições para o desenvolvimento profissional de professores que ensinam Ciências no NEI-CAp/UFRN

Abstract

The study aimed to understand the contributions of collective training for the professional development of teachers, with reference to the construction and implementation of the science curriculum in the early years of elementary school in NEI-CAp/UFRN. The research took place at the Center for Childhood Education, College of Application of the Federal University of Rio Grande do Norte (NEI-CAp/UFRN), a public education institution that serves children from Early Childhood Education in the early years of Elementary School I, with the participation and collaboration of professors from the early years of elementary school. Regarding the theoretical and methodological aspects, qualitative research with collaborative bias was chosen, according to Ibiapina (2016). It is based on the contributions of researchers of Teacher Training and Professional Development of Teachers: Freire, (1985); Nóvoa (1999); Garcia (1999); Day (2001); Carvalho (2016); Barolli; Villani; Maia; Birth (2018). The construction and systematization of the data occurred during all stages of the investigation. Through document analysis, focus group-interview, participant observation and reflexive study group, with the transcription of audiovisual records of meetings and texts produced by teachers in journals, planning notebooks, and researcher field diary. The research data were analyzed using the Content Analysis technique (Bardin, 2008). With this orientation we organize the data in decoding units, grouped into themes of the practice of collective formation. Subsequently, we established relationships between the themes of training practice and the dimensions of analysis of professional development of teachers who teach sciences, which favored the description and reflection around the contribution of training to the professional development of teachers. The results of the research indicate that the teacher recognizes collective training as a driver of his personal and professional development, in the exercise of his profession, when re/elaborating reflections and actions for science teaching. The work contributes to the reflection to think about the teacher education that enables the professional and personal development of teachers of childhood.