A formação continuada do professor e sua influência no ensino de física

Abstract

This dissertation investigate the continuing education of physics teachers through both the State Secretary of Education (SEED) regulation and the Maringa State University Physics department (GE DFI/UEM), targeting to answer which is the influence of those actions in the teacher's pedagogical work. In order to provide a better comprehension of the topic, the legislative situation is pointed out. According to Bardin (1997) methodological procedure of Content Analysis, data analyzed was collected both through questionnaire given to Physics teachers and by the follow up of these same teachers in teacher formation meetings. The results suggest that the interaction between University with High School provides a partnership between researchers and teachers, approximating research to practice. In this respect, cooperative work between GE DFI/UEM and school teachers allow the teacher's personal growth, giving them the opportunity to get more familiar to scientific research, knowledge construction, and making pedagogical material, achieving the reflexive researcher teacher status. In addition, amid the continuing education actions proposed by SEED, the Educational Development Plan (PDE) is the more efficient mode of continuing education, since it enable the teacher to seep aside from school while taking part in activities oriented by researchers in a University.