Da investigação-ação à inovação e transformação nos processos formativos

Abstract

This study aims to analyze the limits and possibilities of action research as one of the modalities of the qualitative approach that can contribute to the innovation of teaching practices in Chemistry and Physics. For this we analyzed the meetings of a core stage of Chemistry and Physics, involving two university supervisors, one cooperating teacher and two student teachers from a school of secondary education during the school year 2012/2013. The meetings of the core were recorded and transcribed. Also, we used the technique of participant observation and field notes. The results showed that the use of action research allowed the student teachers to think differently pedagogical practice in science, transforming reality and producing knowledge on this transformation. The results also foreshadow, it was possible to build repertoires of alternative teaching strategies without being tied to rigid procedures of action, working together as a community of learners; make decisions collectively and not individually, addressing issues close to the teachers, examine and evaluate their own work. On the other hand, as pointed limits the lack of trust and understanding, the limited space and time for the development of a training project; absence of enabling structures to support changes in teaching practices, conceptions and internal images rooted not allow trainee teachers to innovate.