Diálogos formativos entre Pedagogia da Cooperação, Desenvolvimento Profissional Docente e ensino de Ciências

Abstract

This work forms part of the studies of Teacher Training line of research, History, Memory and Educational Practices of the Master in Education Faculty of Teacher Education of the University of Rio de Janeiro State (FFP/UERJ) and aims to investigate the possibilities of Pedagogy of Cooperation as a concept to be experienced by Science teachers. This research was developed from the following questions: what are the possibilities of Pedagogy of Cooperation on the Science teaching? As the Pedagogy of Cooperation can contribute to the Science teaching to favour the formation of the cooperative subject? To answer these questions, we present an exploratory research on a qualitative approach to assess the role of Pedagogy of Cooperation in Science teaching, and for that we seek to establish a dialogue with the participants teachers of Pedagogic Internship, graduates of FFP/UERJ, in two workshops, within a perspective Professional Development of Teachers, focusing on the contribution to the Science teaching. Analyzed from the perspective of graduates, the possibility of Pedagogy of Cooperation as empowering the argumentative capacity of the subject, and discuss the feasibility of a sequence of collaborative methodologies that encourage teachers cooperative and participatory practices for the development of a more dynamic learning, motivating and socializing, as detected the possibilities and difficulties experienced the Pedagogy of Cooperation in the spaces of Training, Professional Development of Teachers in Science teaching. The theoretical framework of this research is supported by dialogue with Krasilchick on Science and Education, Fábio Brotto on Pedagogy of Cooperation, García on Professional Development of Teachers and experience, Impending Development Zone (ZDI) and obutchenie, Vygotsky's concepts. We also have the contributions of Maturana on cooperation, mutual acceptance and Sciences. In the course of the research were developed with the graduates, collaborative methodologies, which pointed to the Pedagogy of Cooperation as enriching of dialogic processes, cooperative, inclusive and reflective in the Science teaching in the development of active listening and non-violent communication, allowing a dynamic humanization of education from the time that sharpens subjects in the perception of self and other as coexisting in society. Finally, we saw the importance of Professional Development processes Teachers because incite internal development processes in teachers, which may converge in internal acquisitions. The results show that these spaces of cooperative exchanges, dialogic and reflective of the daily experiences of the teacher profession, along with the possibilities of new practices, are rich environments construction of new possibilities for our Science didatics, woven of singularities and particularities.