Uma proposta de formação colaborativa sobre o ensino de ciências: a importância da reflexão para o desenvolvimento profissional docente ; A proposed collaborative training on science teaching: the importance of reflection for teaching professional development

The current sociocultural reality requires that people possess knowledge about various subjects, that they are able to analyze causes and effects and they can position themselves in the face of social debates. On the other hand, Brazilian education presents several types of problems, including the shortcomings of teacher education and the constant challenge of learning, with oneself and with others. The training of citizens with values and the knowledge necessary for critical participation can be promoted through the relations between Science, Technology and Society (STS) in science teaching, from the early years of elementary school and it becomes a great ally to children's literacy and development of children. To achieve this aim, teachers must understand their theoretical and methodological assumptions for the development of thematic activities with their students. Due to the relevance of teacher training, a partnership was established between the researcher and an experienced first year teacher of Elementary School with the objective of analyzing the results of a collaborative training proposal, based on the reflection about science teaching in the STS perspective for professional teacher development. Thus, this research was based on the following question: What are the contributions of a proposal of collaborative training based on reflection on the teaching of science in the STS perspective for professional teacher development? For the constitution of the collaborative work, eight meetings were held with discussion of theoretical references on reflective teacher and STS teaching approach, as well as for the planning and development of a teaching situation, from this perspective, about planetary system. The following instruments were used to compile data: transcription of the videos of the meetings, written records of the questionnaires (initial and final), records of the professional trajectories and the diaries of the researcher and the teacher. By characterizing it as a qualitative research, we opted for ...