A investigação da aprendizagem para a docência e para a pesquisa e a utilização da abordagem de ensino ISLE

Abstract

This dissertation presents evidence of learning of a teacher researcher of her own practice in the context of applying an educational product remotely. The researched teacher reported the main movements of her study during the development of her educational product (a set of activities inspired by the ISLE cycle with the theme Acids and Bases - pH Scale) and the structuring of her dissertation. These accounts were described, reorganized and categorized using the Textual Discourse Analysis of Moraes and Galiazzi (2016). The inferences about learning for teaching and for research were obtained through the analytical tool Foci of Learning of the Research Teacher - FAPP, developed by Vicentin et al. (2020), structured in five main axes: interest, knowledge, reflection, community, and identity. It was evident that these categories could be accommodated in subcategories and these were organized with more details and descriptions through the subcategories according to the specificities of the data manifested in each focus. The data from the present research indicated, through the FAPPs, the teacher's search for teaching knowledge for better performance in the online classroom, from the moment of choosing the theme to be developed in the teaching and learning environment, the exploration of an educational approach that sought to meet the educational needs of the largest number of students in the online format, and academic research. They also demonstrated the difficulties encountered in this journey and revealed that the teacher-researcher made discoveries about herself, about her actions, about her learning process as a teacher-researcher, and about her professional competence in some aspects. In general, it was evident in this study the learning for academic research and the learning for teaching of this teacher in a pandemic context in which the situation of adaptation to remote teaching, exactly at the beginning of the application of the set of activities, generated the challenge of learning to use online tools in a short period of time and adapting the teaching approach to the new reality.