A produção científico-pedagógica dos professores PDE do Paraná : um olhar sobre as atividades experimentais investigativas

Abstract

The Educational Development Program (EDP) has proved to be an essential proposal for the Continuing Education of Teachers of Paraná. It is a program that aims at the continuous professional development of teachers of Basic Education and is developed through a partnership between the State Department of Education (SEED) and the Higher Education Institutions (HEI) of Paraná. In this context, the present research analyzes the experimental activities in the scientific-pedagogical productions of the EDP teachers of the state of Paraná, in order to identify the vision of research experimentation of teachers involved in the program. In a qualitative, bibliographical type, this study consists of the analysis of the articles and the pedagogical interventions of chemistry produced in the period from 2007 to 2013. After a process of identification and analysis of the articles that made up the production of the EDP teachers, during the considered period, 15 articles were identified that dealt with the investigative experimental activities that constituted the object of this investigation. The research consisted in identifying the vision of research experimentation present in the scientific-pedagogical productions of these teachers, in the available documents. From the data emerged categories that were analyzed according to the guidelines of the Content Analysis. The results indicate that the teachers / EDP are developing relevant didactic proposals, involving experimental investigative activities and structuring them based on problem situations related to students' daily lives; Value the students' previous conceptions during the investigative process, using them in the (re) construction of the chemical concepts; Allow the development of skills in students inherent in their personal and scientific growth; Stimulate changes in the teaching practice of the teachers / EDP and co-ordinate teachers and students for the success of the teaching and learning process. These resemble what is reported as research results and other instructional materials geared toward science education. Thus, from the results obtained in the research, we infer that the experimental research proposals idealized by teachers / EDP incorporate, in general aspects, the tendencies that differentiate them from the traditional approach, but still require modifications that allow a more effective understanding of this tendency, so that teachers, in fact, insert them into their teaching practice. We understand that the EDP, as a formative proposal, can contribute to the process of reflection of the teaching activity, reflecting in positive changes to the scenario of chemistry teaching, specifically in the field of experimentation, referred in a good part of the works of the EDP teachers.