Análise de concepções sobre formação docente e da estrutura cognitiva de professores de ciências de escolas públicas da Paraíba.

Abstract

Teacher education for Science Teaching is also essential for the constant advances in this area, which must be accompanied by the teachers in training and in activity. For this, the teacher training can be seen as a process that begins with an initial formation and later with a permanent formation. This proposal aims, above all, to break with traditional practices and seek to improve the educational practice in order to improve teaching work and, consequently, teaching and learning. In its formation and performance the teacher mobilizes and incorporates different knowledges that are complex and diverse. Taking into account the changes and advances in which science passes constantly, there are doubts as to what should be taught and in what way, it is necessary for the teacher to understand the importance of adequate strategies to meet all the specificities of science teaching . In this context, the objective was to investigate the teachers' conceptions about the initial and continued formations regarding the influence on their teaching activity, as well as to analyze the cognitive structure of elementary school teachers regarding basic concepts related to Microbiology and to search for concepts and interactions between and to evaluate the application of contexts in concepts. For this, a qualitative research was conducted through structured interviews with teachers of Elementary School II and a Test of Association of Words, based on the study done by Atabek-Yigit, Yilmazlar and Cetin (2016), respectively. The results showed an idea of segregation between the initial and continued formations, and a limitation in the cognitive structure regarding the associations of contents of Microbiology. It is suggested, therefore, that teacher training be seen as a permanent process, complementing the knowledge attributed to initial and continuing training. This Permanent Formation, suggested by the authors, not only encompasses the aforementioned formations, but also makes them interdependent, and thus indissociated. In addition, one realizes the need to seek contextualization for any work in the classroom.