Formação profissional docente e metodologias ativas: uma pesquisa-ação com base na problematização

Abstract

The current educational context instigates a certain boldness, combined with the search for new ways to assist in the teaching-learning process in order to ensure a more meaningful learning for the student. In this perspective, teacher professional training becomes allied in the improvement of pedagogical practices developed by teachers in their work routine and in their school routine. Thus, the present study aimed to investigate the understanding of elementary school teachers about professional training and active methodologies, based on the development of a training course using the problematization methodology. Initially, a documentary analysis was carried out between the theses and dissertations of the Association of the Graduate Program Education in Sciences: Chemistry of Life and Health (UFRGS - UFSM - FURG - UNIPAMPA). The purpose of this was to perform the analysis of those who dealt with formative actions with active methodologies for elementary school teachers, aiming at the basis for the realization of the intervention proposal of this Dissertation. After that, contact was made with a school previously selected for explanation about the Project and beginning of information collection. A questionnaire was initially used as a data collection instrument with questions about the profile of teachers in the final years of elementary school, as well as their understanding of teacher professional training and active methodologies. Next, a course was proposed based on the methodology of problematization with the Maguerez arch, where contents previously defined by teachers and, at the end, a reassessment of their understanding of professional training and active methodologies were approached. Based on the results obtained by comparing the answers before and after the training course, it was noticed that regarding the questions about professional training, the teachers broadened their understanding of the subject. Teachers, in addition to thinking about training with a possibility of personal improvement and acquisition of new knowledge, also began to realize the importance of reflection on their practice within this process. As for the active methodologies, the teachers had a restricted concept of what it was about, only by alloting the student as the protagonist. At the end of the course, teachers were able to better understand the teaching role in conducting activities based on active methodologies. Something that may have influenced the reflection, as well as expanded knowledge about the themes, may be related to the numerous readings and discussions carried out throughout the course. Finally, based on the results obtained, it is perceived that actions focused on problems of the context where the teacher is inserted, and also, being the leading teacher in solving these problems, can be na effective strategy to help in their praxis in the classroom.