Desenvolvimento profissional de professores: a influência da vivência em um grupo colaborativo

Abstract

We evaluated the influence of experience in a collaborative group of physics teachers in professional development for its members, using a critical ethnomethodological from the analysis of multiple data sources of the meetings of this group and records the interactions of some of its members with other teachers to support the view that the experience in dialogic spaces allows us to develop a critical awareness of the condition of teachers able to promote the professional development of teachers. The data sources were subjected to three types of approach: a comprehensive review of the design and the group's history, a comparative analysis of arguments teacher members and non members of the group on the content of physics education, and an evaluation stage awareness of some faculty members. They found indications of the transitivity of a naive stage of consciousness to a stage of critical consciousness in the argument of the teachers considered that can be considered as the influence of experience in the group studied: alienation/consciousness, controversy/dialogue and omission/collaboration. It follows that the group presents a dialogical feature that can help guide design of training and professional development.