A metodologia da problematização como estratégia pedagógica para o desenvolvimento profissional docente em ensino de ciências na pré-escola

Abstract

Teacher training for science teaching in Early Childhood Education still faces challenges, especially regarding teachers' reflective practice. In this context, the Problematization Methodology, based on the Maguerez Arch, emerges as a potentially resolutive approach for Teacher Professional Development. This research aims to investigate how this methodology can contribute to the pedagogical practice of preschool teachers. The study adopted a qualitative approach, using content analysis proposed by Bardin (2011) to examine the collected data. The investigation seeks to understand how critical reflection and problem-solving, fostered by the Maguerez Arch, can assist teachers in identifying challenges, improving their training, and building more effective strategies for science teaching. The results point to the relevance of problematization as a professional development tool, showing that using the Maguerez Arch contributes to greater teacher autonomy, enhancement of pedagogical practice, and deepening of critical reflection. Furthermore, the investigative approach supports teachers' adaptation to children's needs, promoting more meaningful and contextualized science teaching in Early Childhood Education. It is concluded that the Problematization Methodology enhances teachers’ professional development by encouraging more reflective practices aligned with classroom realities. The study reinforces the need to expand formative initiatives that encourage active methodologies in Early Childhood Education, contributing to strengthening the educational foundation and building more accessible and engaging science education for children.