Os saberes docentes e o trabalho de um grupo de professores de Ciências dos Anos Iniciais

Abstract

The discussions presented in thid work result from a field investigation in order to gather information about the constituition and mobilization of essential knowledge for teaching practice. For this, we started from the following objective: - Understand the mobilization of teaching knowledge and other aspects related to teaching in narratives of Science teachers from the Early Years of Elementary School I in a municipality in the state of Paraná. The reserch was carried out by sampling and included 25 teachers distributed proportionally and randomly to the number of school in each region. To delimit the sample group, we used the simple stratified random sampling technique that alloed us, through a draw, to select the participants. The research has as its main theoretical contribution authors such as Gauthier et al. (1998), Pimenta (1999), Tardif (2014) among athers, who discuss the particularities of knowledge in the teaching profession. As a methodological approach, we used the narrative research, which allowed us to access the remembered facts of the pedagogical know-how of these teachers and thus characterize their practices, in addition to promoting moments of reflection on their professional activity for the teacher. To obtain the narratives, we conducted an interview with a semi-stryctured script. The research is of a quali quantitative nature and the investigative method. We used the assumptions of Content Analysis (BARDIN, 2009) for the treatment of data, which led to results that elucidated what teaching knowledge is and how it is being mobilized during the development of pedagogical activities. The research revealed different knowledge that the teacher must mobilize for the teaching process to advance and bring positive results in the construction of scientific concepts. These are acquired and reworked knowledge that are transformed into knowledge during the teaching activity. They are, therefore, knowing how to manipulate curriculum documents during planning, knowing how to plan the class in a way that instigates and holds the student’s attention, knowing howto prepare activities and materials that contribute to a effective and meaningful teaching, knowing how to evaluate, among many others. From this knowedge evidenced through the teaching narrative, we constitute a priori and a posteriori categories. The results of our analysis also showed that teachers use this knowledge, but do so in a partial way as their professional activity requires. Thus, we established our initial hypothesis that teachers do have certain knowledge, but that they do not mobilize all of them in their planning and development activities.