Proposta de uma formação continuada de professores dos anos iniciais a partir dos Conhecimentos Pedagógicos e Tecnológicos de Conteúdos (TPACK) na área de Ciências da Natureza.

Abstract

This research focuses on the training actions proposed by effective teacher trainers, in accordance with the curriculum of a Municipal Education Network in a city in the interior of São Paulo, specifically in the area of Science for multi-subject teachers of the early years of Elementary Education, from the perspective of activities using technological resources. The proposal was based on Technological Pedagogical Content Knowledge (TPACK). It is contextualized within the debate on understanding contributions, identifying possibilities, limitations, and challenges in integrating Science, Scientific, and Technological Education for teacher training, through the development of proposals and training plans.The objective was to examine public documents that manifest in continuing education actions. To this end, we analyzed the continuing education proposals carried out by the Education Department under study, highlighting the investment in the continuing professional development of education professionals. Methodologically, we adopted a qualitative research approach using documentary analysis to identify, describe, and analyze the training actions in light of TPACK.Based on a continuing education program conducted in 2023, which related discussions on science teaching with the support of digital information and communication technologies, it was possible to construct a proposal for a training structure aligned with the principles of the adopted technological framework