Programa de Formação Continuada de professores em Química: um estudo de caso sobre oficinas temáticas como estratégia formativa – 2017/2018 - DRE Araguaína

Abstract

For decades, teaching and learning have become the subject of studies in the academic field. Different pedagogical alternatives are constantly researched due to the unsatisfactory results achieved in basic education, especially public education. To this end, one of the strategies that became a pedagogical trend among teachers was the Continuing Teacher Training - FCP. Therefore, we delimited as an investigative focus the continuing training program for teachers in natural sciences offered by the State Department of Education: stage I – 2017, held in the city of Palmas, with an emphasis on the course offered to chemistry teachers - stage II – 2018, held by the DRE of Araguaína. The theme of this research is a contemporary discussion and is extremely relevant to the educational field, as on the one hand teachers lack formative moments, and on the other, they are important spaces to rethink the teaching and learning process. As pointed out by SEDUC/TO, Continuing Training Programs are based on the improvement of teachers with the aim of consolidating pedagogical practice in more attractive and pleasurable moments within formal learning spaces. In this way, we raise the following questions: what are the perceptions of Chemistry teachers about the SEDUC/TO Continuing Training Program developed at DRE Araguaína in 2018? How do you evaluate the quality of the Program? In this sense, the research process aimed to analyze and describe the processes and their respective meanings referring to the Continuing Teacher Training Program carried out between 2017 and 2018, through SEDUC/TO and DRE-Araguaína. This is qualitative research, developed along the lines of a Case Study, with the case investigating chemistry teachers, participants in the continuing education course offered by DRE – Araguaína. Initially, the activities developed in stages I and II of the continuing education course were reported, highlighting the lectures and workshops developed. As an instrument for analyzing the evaluation of the training process, a Likert scale questionnaire was applied. The target program of this research culminates in satisfactory results among the evaluated teachers, however, it favors critical reflection due to the pro-negative evaluation indices also observed. This allows and contributes to new strategies and perspectives being verified and included in training courses.