Inicia����o cient��fica e formação de professores: breve relato de uma experi��ncia

A revista em que este artigo est�� publicado foi distribuida no final de abril de 2011, mas vem com data e registros duplicados - um recurso empregado para acertar a periodicidade. Assim, o mesmo e ��nico fasc��culo contem o n��mero 04 (volume 2) e o n��mero 5 (volume 3), o primeiro referente a julho/dezembro de 2009 e o segundo referente a janeiro/junho de 2010. Neste registro do Lattes indico o ano da produ����o como sendo 2011 posto que este artigo n��o constou de nenhum dos relat��rios relativos a 2010.

Formação de professores de ci��ncias: reflex��es sobre a formação continuada

This article reflects on the continuing education of science teachers and, for that, it was conducted a documental analysis of the Law of Guidelines and Bases of Educations (Law No. 9394/96) and a bibliographical research to make a survey and a study about the authors with recognized contribution in this area, focusing on the following items (i) aspects of legislation and public policies for the continuing education on Basic Education teachers; (ii) teaching knowledge needed in their professional training; and (iii) continuing education of science teachers. It was concluded that teachers��� professional development should happen through institutional continuing education, guided by a work plan, so that they can effectively develop their as mediators between the students' interaction with the information obtained, so that the teaching-learning process can happen and consistent scientific knowledge can be constructed by students.

Trajet��rias Formativas Docentes: buscando aproxima����es na bibliografia sobre formação de professores

This paper is a theoretical review where we present teachers��� formative trajectories, according to concepts and significations from teachers' education literature, bibliography references to the UNESP Science Education Research Group. We summarize, in an overview table, different typologies associated to teachers' formative and professional development, trying to establish relationships among them. This study is aimed at to rethink these trajectories, in order to provide subsidies for future investigation in this research line.

A formação de professores e o uso pedag��gico da Web 2.0: a vis��o de estudantes de licenciatura

The aim of this paper is to discuss the importance of training teachers to use Web 2.0 in the classroom. Its intention was to fi nd out whether students are familiar with the main Web 2.0 resources and know how to exploit their potential in the development of teaching activities. In addition to the literature review, we developed a fi eld exploratory-descriptive research. The research was held in a private university located in the city of Bauru (S��o Paulo State, Brazil). We selected 213 students enrolled in ���Supervised Training III��� course, which is part of the teacher training curriculum available for students in the second year of undergraduate course. Results concluded that the students surveyed have access to computers and the Internet, are relatively skilled in handling the available tools and recognize the importance of including them in the teaching and learning process. The students demonstrate diffi culty using the web in a didactic manner, particularly the Web 2.0, which involves a focus on users and collaboration. Therefore, the article points to the need to rethink teacher training courses in order to include practical activities aimed at the use of technology as a teaching resource.

Contribui����es da epistemologia e da hist��ria da ecologia para a formação de professores e pesquisadores

Funda����o de Amparo �� Pesquisa do Estado de S��o Paulo (FAPESP)

Ocorr��ncia de pesquisas narrativas sobre formação de professores de Ci��ncias e Matem��tica no Brasil, de 2000 a 2010

In this article, we present results that express the occurrence of narratives researches in the form of theses and dissertations in postgraduate programs in Brazil, from 2000 to 2010 in the Teaching of Science and Mathematics area. We consulted the Student Registration, on the site of the Coordination of Improvement of Higher Education Personnel, through the keywords: narrative research, narrative inquiry and teacher training. Through reading the abstracts, we identified the area of knowledge, the IES and the supervisor. Of the 162 (one hundred, sixty two) academic productions identified, 31 (thirty-one) are in the area of Science and Mathematics teaching. The data obtained point to the existence of groups of studies and research training in the country engaged in narrative research in Mathematics and Science Teaching, in line with teacher training.

F��sica Moderna e Contempor��nea no ensino m��dio e a formação de professores: desencontros com a a����o comunicativa e a a����o dial��gica emancipat��rias

Taking into consideration various argumentation perspectives, the introduction of Modern and Contemporary Physics at High School level has been defended by various researchers. In the present qualitative nature research, we heard and interpreted ten High School physics teachers��� discourses, aiming to analyze how their initial education, regarding to Modern and Contemporary Physics, was based in a rationality which matches with the communicative and the dialogical actions. Teachers of our sample were individually interviewed and, at that time, they had finished their initial undergraduate program at least five years before. Teachers��� discourses interpretation was supported by some French school discourse analysis��� concepts, J��rgen Habermas��� communicative action, Freire���s dialogical action, as well as teachers��� education research critical referential. The discourses interpretations evidenced that these teachers��� education, with respect to Modern and Contemporary Physics, was mainly based in technical-instrumental rationality basis. This perspective did not help teachers��� autonomy construction in order to work these subjects in their classes, mainly in a perspective coherent with the teachers��� emancipation, producing reflexes in classroom physics teaching. The study evidenciates the necessity of future teachers��� professors revise theirs teaching practice, as well studying other curricular structures, regarding to Modern and Contemporary Physics teaching.

Cartografias contempor��neas: mapa e mapeamento como met��foras para a pesquisa sobre a formação de professores de Matem��tica

This essay sketches some principles according to which a research project called ���Mapping of math teacher education and practice in Brazil��� is been conducted by a group of researchers with the objective of understanding the way policies related to teacher education and practice are effectively implemented in different regions of the country. The main objective of this article is, therefore, to discuss the pressupositions of this project, its foundation, the basic beliefs in which it is rooted. In order to emphasize such principles, some remarks on theorization, methodology, teacher education, narratives and on the concept of mobilization/apropriation are done. The essay is based on a metaphor built on cartographical practices.

Agrot��xicos - toxidade versus custos: uma experi��ncia na formação de professores com as quest��es sociocient��ficas no ensino de ci��ncias

In this paper, we propose the socio-scientific issues (SSI) as an effective part of the curriculum of the ideals of the STSE movement in education. Furthermore, we have developed in a secondary school, in a rural community in the state of S��o Paulo, activities of continuing education for teachers in the discussions of SSI in the classroom. To understand and reflect on the situations resulting from these practices, we considered the participant research and the content analysis from the audio records of the weekly meetings between the teachers of this school and graduate students from a nearby university.Given this,we could understand how these issues should be part of people's lives, teachers must present motivation for the work, they need information,exposition of the arguments involved, mustrelate content and curricula, but, all this,aiming at the necessary critics of the aspects that can make this an instrumentalized practice. At the end of this clipping of our doctoral research, we were able to consider evidences on how teachers were inserted in the training process, with their involvement in the discussions and practices with the ISS.

Diversidade religiosa e formação de professores de ci��ncias: uma discuss��o em Habermas e um caso no ensino de F��sica

This article brings a discussion of the implications of religious diversity on science education as well as on teacher education. To orientate our discussion, we adopt as framework the ideas of German philosopher J��rgen Habermas on the political relationship that should govern relations between a naturalistic culture and different religious cultures. We also present a research with future teachers of physics, which aimed at investigating the positions taken by the future teachers towards non scientific models presented by students about the origins of the universe. We tried to identify, especially, the expectation of these future teachers would demonstrated about the contributing of the lifting of such models in class by students. We were able to find that most of them believe that the manifestation of these ideas could bring contributions to the discussion in the classroom. We also found that teaching practices based on communication, questioning and dialogue of the undergraduate course done by the prospective teachers has generated an ownership by the undergraduates of these practices and their potential application in other situations and other discussions, including inter-religious.

Pr��tica como componente Curricular e est��gio supervisionado na formação de professores de Educa����o F��sica

This study aims to investigate the main issues presented in the literature relating to teacher training during the period 2005/2014. Particular attention is paid to articles that address the Supervised Training and Practice as a Curriculum Component. For the analysis of the articles from the literature, the technique of Content Analysis was used. The results showed that the potential which is attributed to these curricular components depends on the ability to put the trainee teacher in touch with the experience of being a teacher, whilst enabling the approach of the training content to be consistent with professional practice. The technical and fragmented curriculum for training and the extensive content in the disciplines, limited by outmoded practices, is presented as a barrier against this occurring. This shows a discrepancy in the proposed training between the pedagogical design of the course and, what is actually designed as concrete action in its development.