Circulações de conhecimentos e práticas na formação inicial de professores de ciências: complicações, subsídios e possibilidades

Abstract

The Initial Training Science Teachers socio and historically situated in a context with fragmentation of knowledge, often contrasts the effectiveness of teaching practice for a science education that enables the formation of the critical citizen. In this sense, the epistemology of Ludwik Fleck (1896-1961), has grounds for Initial Training science teachers so that, through the epistemic and contextual reflection, the training teacher receives subsidies that allow the defrag and contextualize knowledge so that in its role as mediator, sensitize the subjects for the critical citizenship practice. Thus, the aim of this study was analyze the possibilities that Fleck's epistemology brings to face the gaps present in the initial training of science teachers. Regarding the methodological approach, we chose an exploratory study with a qualitative and quantitative approach and the study developed in three stages. The first stage consisted of Theoretical Foundation that enabled the empirical research, and product development, which emerged gaps in the Epistemology in Initial Training Science Teachers. The final product is a course proposal for Initial Teacher Training Science Teaching Instrumentation from the Epistemology. This course was applied, in the 2nd stage of the research, for the academic Bachelor's Degree in Biological Sciences in a Public University of Paraná State. At this time, also happened data collection and evaluation of the product by the participants. And, in the third and final stage, there was the analysis and discussion of the data with theoretical framework for the epistemology of Fleck. The survey results indicate the following aspects: the flow of knowledge and practices among Thought Collective in which teachers in initial training go through; the gaps in Collective Thinking of Teaching Science and Education / Science Education; and the implications of teacher educators as disseminators of Thought Collective. Finally, the product developed in this research offers possibilities for the inclusion of epistemological discussions in Fleckiana outlook for Initial and continuing teachers formation, in view of the ongoing process of (re) configuration of Science Education.