Entre discurso e a prática docente: um estudo da mudança docente e de suas implicações sobre os propósitos e as práticas de ensino no cotidiano da sala de aula

Abstract

This research has as its object of study the investigation of situations in which teachers differ from the educational purposes they declare during the in-class teaching process. A first glance in literature reveals that these situations come from changes implemented in these purposes and in the teachers practices. With this problem in mind, we questioned the aspects and nature of this process of change. In a nutshell, the main goal of this research was to answer to this central question. In order to do it, we developed a methodology for investigation and a reflexive analysis of the teachers thought and action IARPA, assuming that the nature of this process of change is reflexive, for it demands that the teachers use the reflexive thought to change their beliefs, understood in this research as cognitive resources that support their actions in their everyday lives. This methodology was used with two private, fundamental school physics teachers, who were interviewed by the researcher twice a month during one semester. The data obtained was analyzed as segments of texts using a quali-quanti approach. With the results, we confirmed that the process of change analyzed has a reflexive nature that develops in a non-linear and discontinued way. Among the results we obtained, we highlight the development of the idea of reflexive events and episodes as categories of analysis of the process of change. With these results, it was possible to identify and describe the change in the teaching process. As a final result, we concluded that the reflexive events and episodes allowed us to follow the process of teaching change as time passed. The fact that we followed the temporal dynamics of this process, using the reflexive events and episodes as categories of analysis made it possible to get to the conclusion that there is a relation among the learning process, the change and the teaching thought. This relation may, in the future, be explored in the professional development of teachers and contribute with educational field specialists people who are interested in guiding teachers willing to put into practice the educational purposes they intend to promote in the day-by-day classroom routine.