Formação continuada de professores de ciências da natureza: contribuições de um guia pedagógico para o ensino de eletivas a partir da realidade de Luziânia-GO

Abstract

The main concern of this work is to investigate the challenges of in-service teacher training, carried out by the Center for Studies, Research and Training of Education Professionals (CEPFOR), following the reform of secondary education with the implementation of formative itineraries. CEPFOR is responsible for managing and coordinating actions aimed at disseminating distance education, being responsible for developing, implementing, supporting, coordinating, approving, and supervising training programs and projects in the distance learning modality. Teachers should move towards a vision in which practical action generates knowledge. From this point of view, I question whether continuing education has been effective in meeting the needs of teachers and whether their needs have been heard. My objective is to evaluate the reach and effectiveness of continuing education programs offered to teachers in the public school system of the state of Goiás, focusing on professionals working in the municipality of Luziânia and its surroundings, and to present possible changes in the implementation strategies of this continuing education based on an educational product focused on peer training. The starting point is a data collection based on bibliographic research. In the second phase, I observed the facts or phenomena through problem-based learning, and in the third phase, I contacted teachers who could provide data or suggest possible interventions, culminating in the production of an educational product: a continuing education course for teachers in the area of Natural Sciences and their Technologies, geared towards the professional needs of the teachers and the application of the product. The final evaluation indicated significant results, as the continuing education met the teachers' needs and enabled its application in the classroom.