Formação de professores: estudos avaliativos da prática docente como pressupostos para a elaboração de material didático

Abstract

The systematized knowledge that is taught in schools for learners generally does not transpose this space. They are reflections of a teacher training based on an educational approach of transmission and reception, which are repeatedly shown as insufficient for the materialization of a contextualized teaching considering the needs of the students. Thus, we believe that the teaching practice requires a reflective teacher profile that contemplates the reflection of teaching practice as a methodological tool to rethink it and improve the quality of its educational work in a critical way and that has consideration for teaching as a social practice. In this way, this work aims to rethink and propose interventions to better understand and contribute to the process of reflexive formation of a group of teachers from a public school of the state network of Goiás, which starts from an evidenced problem of practice, aims at planning and construction of an instructional didactic material with contextual characteristics for their classes. This research contains elements of the Participatory Research (PP) and the participant research (PP), which is based on the researcher's and the teacher's group, because it is an educational activity of investigation and social action. The PP development took place through four phases: Institutional assembly of the project - proposal of production of didactic material composed by contents indicated by the teachers of the college; Study of the population involved - characterization of the college and the research participants; Critical analysis of the priority problems to be solved - research on teacher training courses in the production of teaching materials; Execution of an action plan - elaboration and application of the Instructional Module, recorded in audio for future analysis. The results obtained with this research indicate that the scenario of the teaching practice in the school context is very intricate and that the appreciation of the teacher and his practices is very relevant, aiming continuously at effective learning to train true citizens trained in an education that values equality. Regarding the educational product, an instructional module entitled "Renewable sources of energy: an interdisciplinary approach in Physics teaching" was developed. It is composed of five Thematic Units, covering contents of secondary education, with emphasis on Physics, but that through an interdisciplinary approach contemplates contents of the disciplines of Geography, Biology, History and Sociology. In the course of the dialogic meetings we observed that the involvement of teachers in the work was very important to foster theoretical reflections and proposals for actions for the classes, thus contributing to the continuous formation and improvement of their own practices, essential for good quality teaching.