Formação de professores a partir de um grupo colaborativo: Entrelaçando Saberes e Vivências

Abstract

The present study was developed with fourteen education professionals from the municipal network of Uruguaiana - RS, and three undergraduate students in pedagogy. It aimed to understand the contributions of the Google Classroom virtual environment in the individual and collective training of participants in a collaborative group. The work has a qualitative approach, with an exploratory and explanatory objective, regarding the design it is classified as collaborative research. The methodological course, lasting two months, was built during the study and its results were presented in the form of an article and a manuscript. The article aimed to verify how the use of Google Classroom was potentiating in collaborative practives. The results show that the use of Google Classroom was leveraged in collaborative practices. From their use, new ideas and actions were thought and built, when using Google Classroom as a study tool, they developed skills such as collaboration, creativity and innovation, resulting in the reconstruction of their pedagogical practices and professional identity. The manuscript aimed to understand the production process of a didactic sequence built by a collaborative group with face-to-face moments and the use of the Google Classroom platform as an environment to support activities. The results showed that the process of choosing the theme and production of the Didactic Sequence were developed from constant dialogues, exchanges and reflections. The concern with developing playful, contextualized, interdisciplinary, dialogic and interactive activities, favoring the development of scientific literacy, became evident during the research. In general, collaborative research progressively reconstructed the conceptions and practices of the research participants in relation to the teaching of natural sciences in the early years, in addition to using Google Classroom, it meant the process of training the participants in the collaborative group. We conclude that the research developed was an important instrument for collective reflection, giving new meaning to the teaching of natural sciences in the early years and the pedagogical practices of the research participants.