Uso de metodologias ativas para promover aprendizagens significativas na formação continuada de professores de ciências da natureza: um estudo de caso na Coordenação Regional de Educação de Rubiataba

Abstract

This study analyzes the impacts of continuing professional development on the pedagogical practices of Natural Sciences teachers in the state public education system of Goiás, Brazil, with a focus on the Regional Education Coordination Office of Rubiataba. The research investigated how professional development processes contribute to teacher professional growth, as well as the factors that enhance or limit their effectiveness. The study aimed to understand continuing professional development practices, identify teachers’ training needs, analyze the effects of these initiatives on teaching quality, and validate a continuing professional development course as an Educational Product. The research is characterized as qualitative, exploratory, and bibliographic, grounded in a literature review and complemented by field research conducted to validate the Educational Product, involving professionals from different sectors of educational management and teaching. The findings revealed that continuing professional development contributes to the improvement of pedagogical practices by fostering the adoption of innovative methodologies, strengthening critical reflection, promoting professional appreciation, and creating collaborative learning environments. Four heuristic models of teacher profiles—Prometheus, Nikos, Aristotle, and Apóphasis—were identified, contributing to a better understanding of teachers’ different dispositions toward professional development processes. The study also found that factors such as time constraints, insufficient resources, infrastructure limitations, and resistance to change may negatively affect the outcomes of professional development initiatives. Conversely, the use of digital technologies and educational platforms emerged as a relevant strategy for expanding access, participation, and effectiveness in professional development processes. The Educational Product developed in this study, consisting of a continuing professional development course accompanied by a pedagogical guide, demonstrated applicability, usefulness, replicability, and transferability, indicating its potential for adaptation to different school contexts. It is concluded that continuing professional development, when aligned with local needs and integrated with collaborative and reflective practices, constitutes a fundamental element for teacher professional growth, pedagogical innovation, and the improvement of Natural Sciences education. Furthermore, it contributes to the development of more inclusive, critical, and socially engaged educational practices.