Formação continuada em meio ambiente : transposição didática e representações sociais.

Abstract

The first work one aimed at identifying the social representations which the group of childhood education teachers and early fundamental grades of basic education teachers from Porto Rico's Municipal School, state of Paraná, Brazil, share about the environment, in order to indicate ways for continued formation in the environmental field. Thus, a semi-structured interview technique was used, evaluated by content analysis point of view, plus the use of word free evocation, analyzed by the parameter of average order of evocation and average frequency of evocations. Results indicate that social representations of those teachers are directed towards the naturalist view of the environment. Besides, they point towards a lacking formation concerning scientific knowledge which comprises the environment and that those professionals are interested in receiving information generated by researches developed by Maringá State University in the region. Thus, we understand that the continued formation focusing scientific knowledge of environmental elements is important, as well as educative activities of man insertion as belonging to the environment. The second paper aimed at using information from researches about the environment in the region of Porto Rico in the continued formation of early grade teachers of basic education from this city, following the process of didactic transposition of the wise knowledge in knowing how to teach. The methodology of this work was the action research and started from social representations investigated in the first paper, which indicated ways for structuring the course of continued formation in scientific knowledge of some regional environment elements, which generated didactic texts about the subjects worked. This process counted on the participation of 14 teachers and was analyzed using the Didactic Transposition Theory. The use of scientific materials in the continued formation of those teachers showed to be an important tool for the construction of environment knowledge which they live in and for supplying the lacking initial formation they had. Didactic texts produced by the teachers focused in a more evident way the specific knowledge of areas of scientific knowledge, not contextualizing social practices from the region. However, the conflicts which exist in some didactic transposition processes and the mistakes which appear in them did not occur in the development of this research.