Ensino de ciências por investigação: subsídios formativos para a formação inicial de professores

Abstract

The inquiry-based teaching is configured as a didactic approach and in recent years has been highlighted, mainly by the characteristic of changing the dynamics of practices in order to attract students' attention to scientific issues and promoting scientific literacy. In order to keep the effectiveness of the investigative process in school units, it is important for future science teachers to know and be able to carry out investigative activities. To this end, it is necessary to discuss and analyze how initial training courses consider and should consider this issue. Faced with the need to achieve initial training from this perspective, the present research seek to identify which training subsidies are necessary for undergraduates in science to build knowledge teachers related to inquiry-based teaching and to analyze the development of these subsidies so that they help pedagogical actions related to the planning and application of investigative activities through a systematic literature review, the development of an formative activity, the Curricular Activity to Integrate Teaching, Research and Extension (ACIEPE) and the promotion of strategies. Therefore, for the analysis of the data the methodology of content analysis was used. The results pointed out by the literature show five possibilities of training subsidies, namely: Theoretical Foundation; Practical Opportunities; Collectivity; Reflection; and Formative Changes. Moreover, it was also possible to observe two more manners of training subsidies, pointed out by undergraduates and teachers, namely: Language adaptations and Knowledge and Legal Support. From this, it was possible to draw relationships between the results and propose possibilities and ways of approaching such subsidies in initial training.