O processo de reflexão orientada como metodologia para a formação inicial docente: proposta para a promoção da alfabetização cientifica por meio da abordagem de ensino por investigação

Abstract

Researchs shown the need for urgent changes in initial teacher training, in the perspective of a more critical and autonomous development of basic education student, though activities based in the inquiry teaching approach. In this sense, the Oriented Reflection Process (PRO) has been shown an empowering methodology to enable future teachers to reflect more critically on their future teaching actions. Thus, this research aimed to investigate what actions need to be present during a PRO related to teaching practice been elaborated and developed aiming at the inquiry teaching approach of high school chemistry students. Through the materials produced by three preservice teachers and the reflective meetings with the group during the PRO, we identified an evolution of the ideas by them when regarding inquiry teaching and teaching practices in their activity proposals, which enabled a reinterpretation of the main aspects for the development of a PRO, initially proposed by Abell and Bryan. Through three structuring axes proposed in this research, the results show how PRO can contribute to initial teacher training courses by promoting different moments of reflection, relating theory and practice, aiming at promoting teaching for a more critical education in high school.