Formação continuada de professores de Física do ensino médio: Concepções de formadores

This work analyzes in-service Physics education programs restricted to the documents submitted to obtain financial support from MEC/CAPES, within the 2001 Prociencias and that were later carried out in Rio Grande do Sul. The analysis is performed by an instrument called formative practices spectrum, that we developed encompassing elements of different conceptions and practices of in-service Physics Education. Preliminary results show that the degree of connection between the projects with research in Science Education (SE) is an element that determines its location on the formative practices spectrum in such a manner that any proposition evolving SE does not aim exclusively filling gaps of undergraduate formation. In the present work it was analyzed the qualified projects in respect of their constitutive elements which characterize the in-service teacher programs. It was investigated whether such elements (e.g. use of recent results in Science Education SE , planning, collective work, among others) were articulated with the actual teaching practice, and, in the affirmative case, how. Preliminary results show that there are two tendencies in formative practices. When the formative experts are relatively isolated from recent results in SE, they tend to fill the gaps they find in teachers basic formation. In the case that the formative experts are relatively in touch with recent results in SE, it is verified a small change from the previous tendency, because it is perceived the existence of other constitutive elements within teaching practice.