Tendências freireanas nas pesquisas sobre formação permanente de docentes que ensinam Ciências

Abstract

This doctoral dissertation stems from a previous study on Graduate Programs in Science and Mathematics Education in the state of Paraná, Brazil, which identified the predominance of research focused on teacher education and the need for greater theoretical depth in this field of investigation. Based on this context, the present study aimed to investigate research on the permanent education of Science teachers developed within graduate programs in Paraná, identifying the presence of Freirean principles and analyzing faculty advisors’ perceptions regarding the relevance of these contributions to teacher education and Science Education. The study is grounded in Paulo Freire’s theoretical assumptions, understanding permanent education as a continuous, historical, dialogical, critical, and transformative praxis-oriented process. From this perspective, teacher education goes beyond instrumental and technicist conceptions, assuming an ethical, political, and emancipatory character. In order to systematize the theoretical framework adopted in the analyses, a critical-emancipatory matrix was developed, primarily based on the works Pedagogy of the Oppressed, Pedagogy of Hope, and Pedagogy of Autonomy. This matrix articulates categories such as dialogue, critical consciousness, praxis, autonomy, hope, problem-posing engagement with reality, and human incompleteness with the permanent education of Science teachers. Organized in a multipaper format, the dissertation comprises four interconnected studies. The first examined the historical trajectory of teacher education and the relationships between Freirean thought and the constitution of permanent education. The second investigated the connections between Brazilian educational legislation and Freirean assumptions embedded in teacher education policies. The third mapped and analyzed theses and dissertations produced within Graduate Programs in Science Education in Paraná, focusing on studies related to teacher education. The fourth explored faculty advisors’ perceptions regarding permanent education and the contributions of Freirean thought to the field. Methodologically, the investigation is characterized as a mixed-methods study with an exploratory nature and a case study design. Graduate Programs in Science Education in the state of Paraná were identified, theses and dissertations related to teacher education were selected, and semi-structured interviews were conducted with faculty advisors. Data processing and analysis were carried out using IRAMUTEQ software and Discursive Textual Analysis, enabling the identification of lexical regularities, emerging categories, units of meaning, and interpretative understandings generated throughout the research process. The findings demonstrated that teacher education constitutes one of the main lines of investigation within the analyzed programs, indicating the consolidation of this theme in the field of Science Education. The academic works examined emphasize teaching practice, critical reflection on pedagogical action, research as a formative principle, and the school as a privileged space for professional development. The analyses also revealed the presence of Freirean principles in both the studies and the advisors’ perceptions, particularly regarding dialogue, the contextualization of knowledge, the appreciation of experiential knowledge, the articulation between theory and practice, teacher autonomy, and the ethical-politicalcommitment of education. However, the results indicate that Freirean thought is incorporated in different ways. In some studies, Paulo Freire’s assumptions constitute a structuring theoretical-methodological foundation; in others, they appear implicitly, partially, or are restricted to the discursive level, lacking consistent epistemological development. Tensions were also identified arising from the coexistence of different conceptions of teacher education, marked both by critical and emancipatory perspectives and by approaches linked to technical rationality, performativity, and managerial demands present in contemporary educational policies. Based on the interviews with faculty advisors, we recognized the relevance of Freirean contributions to Science teacher education, particularly because they foster educational processes grounded in critical reflection, dialogue, social transformation, and the collective construction of knowledge. Furthermore, the study problematized challenges related to the increasing demands of teaching work, academic productivity requirements, and the need to strengthen relationships between universities and basic education schools. We conclude that research on the permanent education of Science teachers in Paraná presents important connections with Freirean assumptions and contributes to strengthening critical perspectives in teacher education. Nevertheless, challenges remain regarding the theoretical deepening of these contributions and the consolidation of permanent education as an epistemological and political horizon within Science Education. As a contribution, this dissertation provides an analytical overview of academic production in Paraná, systematizes connections between Freirean thought and teacher education through a critical-emancipatory matrix, and reaffirms the contemporary relevance of Paulo Freire’s works for research, teacher education, and Science Education.