Formação de professores: reflexões sobre a prática docente como estratégia para a elaboração de módulo instrucional

Abstract

The teaching practice motivates teachers to be able to embody reflexive and critics atitudes to themselves and the daily school, considering both context and students particularities. Therefore, the reflective teacher role is supported here, since it conceives reflexion of the practical teaching as a methodological tool to rethink it and improve the critical educational work’s quality and the acknoledgment of teaching as a social practice. Thus, this work intends to contribute to the reflective formation of a group of teachers (Chemistry, Biology, Sociology) of a public school from the state network of Goiás, which from the necessity of practice, aims for the planning and designing of contextual instructional modules of their classes. Through dialogues and plannig between the researcher and the research group, searching paths to reflection and criticality opposing to the ideas reproductive professional developed by specialists, this research contains elements of the “Pesquisa Participante (PP)” or “Participating Research”, since it is about a educational activity of investigation and social action. The PP was applied in four stages: Institutional assembly of the project – proposal of the production of instructional material containing contents suggested by the school teachers; Study of the involved population – characterization of the school and their research participants; Critical analysis of the unsolved problems – investigation on the teaching trainig courses and didatic material production; Execution of an action plan – elaboration and application of the instructional module, recorded in audio and video for later analysis. The results indicate that despite the need, few teachers are avaliable for a University-School approach, claiming no return on their efforts. Also, we faced the limitations on the context in which the teaching practice estabilish itself, such as long work hours, the goals and the bureaucratization of the school, the incentive of government programs and teacher’s availability. Regarding the educational product a instructional module was developed composed by four Thematic units, covering contents from the first grade of high shcool, with emphasis on the Chemistry discipline, which from an interdisciplinary approach contemplates contents of Geography, Biology, History and proposes discussions mediated by the Sociology field. It was observed during the research that on the meetings and dialogues with the teachers some subjects were approached incipiently, but later this pushed them to seek new knowledges. The planing and application of the instructional module led to discussions about strategies and methodologies to favor the teaching-learning process. At last, the ones involved realized the possibilities of a partnership work, with theoretical reflections and assymmetrical practices, contributing to the formation and improvement of practice itsel, fundamental for a quality teaching.