A perspectiva de ensino por pesquisa na formação inicial e continuada de professores : a bacia hidrográfica como tema de estudo

Abstract

The need for renewal in the teaching of Science reveals the relevance of working with elementary school teachers and with university professors within the investigation-action teaching context for the improvement of teaching quality. Current research verifies the progress and the challenges in working on Teaching by Research during the initial and continuous formation of teachers, specifically on the hydrographic basin as theme. Teaching by Research was undertaken by teachers of the Natural Sciences of government schools in the northern region of the state of Paraná, Brazil, within the context of a course in continuous education. A similar perspective was also developed with undergraduates of the Biology Course of a public university in the same region. Collaborative research methodology was adopted considering knowledge and experience sharing is essentially relevant among teachers. The latter may evaluate and deepen their practices for a more critical teaching. Questionnaires, recordings in audio and video, reports and discussions with the undergraduates and teachers were employed to collect data. Data analysis followed analysis of contents and the planning of projects and pedagogical workshops undertaken by undergraduates and teachers were analyzed under the Teaching by Research perspective. Planning and workshops were developed in a collaborative manner following the presuppositions of Teaching by Research. The analysis and discussion of results showed that collaborative work provides teachers and undergraduates the development of differentiated teaching methodologies and strategies on the study of the hydrographic basin. The interaction between teachers of different study areas was also enhanced by a more relevant teaching-learning stance for all involved. It should be underscored that the reciprocal collaboration between the subjects in sharing knowledge, experience, criticism and anguish pointed to new possibilities in the school environment.