Abstract

NOVAKOWSKI KIEREPKA, Janice Silvana  and  DA COSTA GULLICH, Roque Ismael. The triggering of the formative dialogue by the sharing of narratives in a collaborative of formation of Science and Biology teachers. Rev. electrón. investig. educ. cienc. [online]. 2017, vol.12, n.1, pp.55-67. ISSN 1850-6666.

The investigation-action is a process of teachers' formation, related to the practice rationality that aims at improving teaching practice and subject constitution. The objective is to investigate the collective practice in teaching formation and the potential of the methodology of practice systematization in the initiation of formative dialogue, through the exam of evidences in the formation process. The aim is, also, to evidentiate the concepts of teaching and its influences in the levels of educative investigation. However, following the historic-cultural approach as a research perspective for the construction of results. Thus, a meeting of formation that had as theme the reading of the narratives from the logbook of the teachers in formation was selected for microgenetic analysis. The triple dialogue related to collaborative contexts of teachers formation was noticed, being important the reflexive narrative from the logbook and the sharing of the narratives to the triggering of the reflection, being as a mechanism that makes the dialogue formative. It is also possible to notice the concept of education influences the levels of educative investigation, which is in progress from a technical level to a practical and is also changing into emancipatory and critical. Therefore, the importance of the collaborative groups is confirmed, based on models of investigation-action, in the way that, the reflection makes the dialogue formative was perceived in the job.

Keywords : Reflection; Concepts of teaching; Investigation-action; Educational research.

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