Interações ecológicas por meio da literatura infantil: formação continuada assistida em parceira na perspectiva do letramento

Abstract

This is a qualitative research in the narrative modality, that investigates a proposal of continued assisted training in partnership constituted by me (Trainer Teacher) and a teacher of the 3rd Year of Primary Education, which showed interest in investing research on her own practice to elaborate knowledge in scope of Natural Sciences and Mother Language through interdisciplinary and investigative practice from the text "Spring of the Caterpillar". I´m trying to answer the following search question: What a teacher of the 3rd year of primary education expresses when experiencing a formative experience assisted in partnership through interdisciplinary investigative practices from the text "Spring of the Caterpillar"? I outline the methodological option of this research based on the assisted training treated by Gonçalves (2000). In these terms, I developed a Continued Assisted training in Partnership design that is based on 12 episodes, in the treatment of specific topics: Narratives of training and teaching, Scientific literacy, investigative practices and education through research, Interdisciplinarity, study of the components of food chain and genres textual analysis, planning of the teaching sequence with research, replanning of the sequence, reflection on the action in the classroom and reflection on the formative experience. The instruments used were: questionnaire, my field diary, audio records of training meetings, records of participatory observation and semi-structured interviews. The results of this research were analyzed through the Discursive Textual Analysis by impregnating myself and performing the analysis of the corpus, I made two axes of analysis: Analytical Axis 1: Projection and implementation of new practices of education in sciences and Analytical Axis 2: Teacher training assisted in partnership: what teacher Suzi says about the formative experience. Thus, formative experience reveals i) the interdisciplinary conduct is not only possible, but also a great ally for consolidating literacy in several languages, as well as, presents the methodological option of teaching by research, as a plus that improves the interaction between teacher and student, in an autonomous and democratic process of knowledge construction; ii) The training model carried out in this research provided professional maturation, since continuing training gains lightness and moves away from the pejorative conceptions that many teachers carry, associated with rigidity and obligation; iii) training proposals of this nature propitiate the development of autonomy attitudes in teacher-participant in front educational (re)action. The formative model experienced, unfolded in an educational product that contemplates the possibility of teacher training in a work context and considers the knowledge of the teaching experience when the theachers dialogue, think, plan and evaluate in a reflexive movement about their practices.