Uma análise de componentes do exercício da docência na percepção de professores de ciências

Abstract

The present work is based on the assumption that becoming a teacher is a constant process, marked by several changes, and that the teacher's perception of the challenges of teaching constitutes an important study material for the quality of initial teacher training. The main objective of this work was to analyze how Science teachers from the private school system experience aspects of the day-to-day teaching practice, in the classroom, and the teaching career. The research methodology was based on combined quantitative and qualitative research, and has the character of an exploratory study. The research instrument used was a questionnaire. Seven Science teachers were interviewed, working in private educational institutions, in the city of São José do Rio Preto, SP. The results show a variety of themes and subjects treated by the teachers interviewed as challenges of teaching, and their attitudes and opinions regarding what they experience in the classroom. We treat and analyze each answer as some components of the teaching practice, in practice. We conclude that the initial formation can have, in the research on the teaching reality, from the point of view of the teacher, a great ally in the initial teaching formation, complementing the theoretical formation and the teaching internships; and that the challenges of teaching, as experienced by the teacher, bring other perspectives of analysis of the teaching reality.