Grupos de estudos de professores de Ciências: limites e possibilidades para a formação continuada

Abstract

The objective of this study is to understand to what extent a Group of Studies, constituted within the school environment, can be configured in a space of continuous formation for teachers of Sciences, from the point of view of reflexivity. In order to do so, it took as object of analysis the GE - Sciences of the School of Basic Education of the Federal University of Uberlândia, Eseba, school of application destined to the infantile education and the fundamental education. For the construction of the data, it was considered the observation and recording of the meetings of the GE, between 2004 and 2005; records of the Group's own members about their academic background and professional performance; semi-structured interviews, minutes and area documents, as well as written, public-funded documentation produced by Eseba itself. The study was built around two analytical axes: Continued Formation of Teachers and Constitution and Movement of Groups. In both axes was visited a rich academic literature, produced by national and foreign researchers. The analysis of the data allowed to conclude that even in the face of the difficulties faced by the members of the GE - Sciences of the Eseba, inherent mainly to the relational questions, the teachers gathered in it manage to develop collective activities extremely relevant to the School. With regard to effectiveness in the process of continuous formation, within a reflective perspective, it remains a challenge to which, as we have seen, the GE is able to respond.