O PIBID e o papel das tríades formativas na formação inicial e continuada de professores de ciências: a formação de professores de química em questão

Abstract

The teaching of Science/ Chemistry present an important function in the development of the modern society, so it enables a necessary world reading in order to improve the relation between men and its gender and his environment. In this sense stands out the role of the Science/Chemistry teacher, his role in the building of necessary knowledge with the purpose of putting the citizenship. On the other hand of the importance of the referred teaching and his professional it can be found the initial Science/ Chemistry teachers training courses that, in an defective way, impedes a well made training at the urgency of basic education, since it works in a desirable classroom, ignoring the problems and challenges of a knowledge that is getting more and more difficult to the modern world demanding. So, the initial science teachers training has been presented defective to face that challenge, since it is still based on the idea that the teachers role is simple, requiring just a specific group of knowledge field to put it into practice. This diagnostic has put two theses as opposite fields in the understanding of the science teachers training: technical rationality and practical rationality. The technical rationality is characterized as a reduced view of the teachers training process anchored in the knowledge combination of the contents and some pedagogical practices. Then the practical rationality understands the teacher as a researcher of his practice, that through the dialogue with his workmates, he is able to guide his future actions in a reflection-action, so a reflexive/ critical. On this context, this project looked for to investigate the PIBID roll training triads in initial and continuing training activities for teachers of science/ chemistry teaching basic network, educators from Vale do Acaraú State University (UVA) and undergraduate students from PIBID\\UVA. So it got together three actors, which it was mentioned (workshop and learning circle) aiming the development of rationality practice, the investigation used the deductive and inductive. The first one is characterized by the bibliographic research. The second one is related to field research. The analyzes used made reference to a qualitative approach. Related to the research level it was characterized as descriptive and using techniques of the research. The researches techniques used were questionnaires, interviews and the use of active observation and systematic, through a registration in a boarding agenda. The results shows the potential of training triads, which are inserted in the PIBID context, in order to bring closer the university and school; (b) enhance the initial training to a better perspective to the basic education reality; (c) strengthen in institutions (university/school) training partnership which understand the classroom as a formative and reflexive space.