A mais-valia do trabalho colaborativo dos professores de física e química para as práticas laboratoriais
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2014
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O trabalho laboratorial é fundamental no ensino das ciências para que os alunos adquiram conhecimentos, capacidades e valores indispensáveis à participação ativa na sociedade atual. Face à dificuldade na operacionalização laboratorial dos professores de Física e Química, pretende-se, com a presente investigação averiguar como é que o trabalho colaborativo é enquadrado nas atividades letivas dos docentes, quais os entraves à sua aplicação e de que forma é que o trabalho colaborativo entre os docentes pode ser uma forma de ultrapassar as dificuldades com que os professores de Física e Química se deparam na operacionalização laboratorial. Sabe-se pela literatura que os professores não tendem a trabalhar colaborativamente, o que é uma barreira à adoção das boas práticas a nível laboratorial. Deste estudo, surge a necessidade de intervenção a nível da formação contínua dos docentes do grupo disciplinar de Física e Química, de modo a levá-los a pôr em ação as ideias veiculadas pelas orientações curriculares, especificamente a incluir nas suas práticas, o trabalho laboratorial. Aborda-se não só a supervisão como um processo de apoio, mas também, uma orientação da prática pedagógica, que incide sobre o processo de ensino/aprendizagem e que pressupõe e facilita o desenvolvimento dos docentes em formação contínua. Com este Trabalho de Projeto, propõe-se divulgar e desenvolver mais o Trabalho Laboratorial nas aulas de Ciências, procurando responder à questão: Quais são as dificuldades na operacionalização laboratorial com que os professores de Física e Química se deparam e como ultrapassá-las? O objetivo geral desta investigação é: Implementar ações que permitam aos professores de Física e Química ultrapassar as dificuldades de operacionalização laboratorial com que se deparam. Neste contexto propõe-se a realização de uma Oficina de Formação, que tem como campo de ação a formação contínua contextualizada e o trabalho colaborativo dos docentes, focalizada no desenvolvimento pessoal e profissional e visando as práticas laboratoriais. Esta formação, mediada por um supervisor - o formador - destina-se a docentes dos grupos de Física e Química e deverá ser implementada no próximo ano letivo.
The laboratorial work is essential in sciences teaching to students’ achievement of knowledges, capacities and values needful to an active participation in the society of our days. Face of the difficulty in the lab operationalization felt by the physics and chemistry teachers, the presented investigation claims to inquire how is the collaborative work framed in teachers’ lessons, as well as which are the obstacles to its application and in which way is the collaborative work among teachers a method of overcoming the difficulties that come upon the teachers of this curricular subject in their laboratorial operationalization practices. It is known by literature that teachers don’t tend to work collaboratively, which is a barrier to the adoption of good practices at a laboratorial level. This study showed that it is necessary an intervention in the continuous formation of the teachers of physics and chemistry group in order to make them use the ideas transmitted by the curricular orientation, specifically including the lab work in their practices. The supervision is approached not only as a support process, but also as an orientation in the pedagogical practice, that falls upon the learning-teaching process and that implies and facilitates the development of the teachers in continuous formation. Through this project work, it is proposed to disclose more the laboratorial work in the science lessons, trying to answer to the question: what are the difficulties in the laboratorial usage that the physics and chemistry teachers find and how to overcome them? The general aim of this investigation is: to implement actions that allow physics and chemistry teachers to overcome the difficulties of lab operationalization. In such context it proposes the realization of a workshop of formation that works the continuous contextualized formation and the collaborative work of the teachers focused on the personal and professional development aiming at laboratorial practices. This formation is mediated by a supervisor-former and is destined to teachers of the physics and chemistry group and may be implemented in the next school year.
The laboratorial work is essential in sciences teaching to students’ achievement of knowledges, capacities and values needful to an active participation in the society of our days. Face of the difficulty in the lab operationalization felt by the physics and chemistry teachers, the presented investigation claims to inquire how is the collaborative work framed in teachers’ lessons, as well as which are the obstacles to its application and in which way is the collaborative work among teachers a method of overcoming the difficulties that come upon the teachers of this curricular subject in their laboratorial operationalization practices. It is known by literature that teachers don’t tend to work collaboratively, which is a barrier to the adoption of good practices at a laboratorial level. This study showed that it is necessary an intervention in the continuous formation of the teachers of physics and chemistry group in order to make them use the ideas transmitted by the curricular orientation, specifically including the lab work in their practices. The supervision is approached not only as a support process, but also as an orientation in the pedagogical practice, that falls upon the learning-teaching process and that implies and facilitates the development of the teachers in continuous formation. Through this project work, it is proposed to disclose more the laboratorial work in the science lessons, trying to answer to the question: what are the difficulties in the laboratorial usage that the physics and chemistry teachers find and how to overcome them? The general aim of this investigation is: to implement actions that allow physics and chemistry teachers to overcome the difficulties of lab operationalization. In such context it proposes the realization of a workshop of formation that works the continuous contextualized formation and the collaborative work of the teachers focused on the personal and professional development aiming at laboratorial practices. This formation is mediated by a supervisor-former and is destined to teachers of the physics and chemistry group and may be implemented in the next school year.
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Orientação: Nilza Henrique dos Santos
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EDUCAÇÃO, EDUCATION, ENSINO DA FÍSICA, PHYSICS TEACHING, ENSINO DA QUÍMICA, CHEMISTRY TEACHING, FORMAÇÃO CONTÍNUA, CONTINUING EDUCATION, SUPERVISÃO, SUPERVISION, MESTRADO EM CIÊNCIAS DA EDUCAÇÃO NA ÁREA DE ESPECIALIZAÇÃO EM SUPERVISÃO PEDAGÓGICA E FORMAÇÃO DE FORMADORES