Mapas conceituais na formação docente: desafios e possibilidades didático-pedagógicas

Abstract

Concept maps are graphical tools that help organize and present knowledge. They emerged in the context of investigating students' prior knowledge about scientific concepts and are now applied in the most different sectors of society. However, in the Brazilian educational context, especially in teacher training courses (initial and continuing), the didactic-pedagogical potential of this tool is still little known and explored. In this way, the objective is to promote the initial and continued training of teachers from different areas of knowledge to better explore the didactic-pedagogical potential of concept maps, mainly as complementary instruments of evaluation in their educational practices. For this, short-term workshops were developed and applied in different training contexts, resulting in an educational product structured in six stages and with a total workload of 20 hours. Among the main results obtained, the following stand out: in fact, there is a gap in the training of participating teachers with regard to concept maps and their use in the classroom, especially among those in continuing education; it was possible to develop and implement six short-term training activities for teachers from different areas; in general terms, it was observed that the professors completing the workshops presented a qualitative leap in the development of conceptual maps; there is an urgent need to adapt and apply the workshop from an inclusive perspective, particularly for the hearing impaired; development of an educational product entitled “Conceptual maps: theory and practice in teacher training”.