Interactions in spaces for initial teacher education in the perspective of the (re)construction of school curriculum in the modality of situation of study

• Main Authors: Lenir Basso Zanon, Clarinês Hames, Fábio André Sangiogo
• Format: Article
• Language: English
• Published: Universidade Federal do Rio Grande do Sul 2012-03-01
• Series: Investigações em Ensino de Ciências
• Subjects: teacher formation; situation of study; reconstruction of the scholar curriculum; triadic interactions
• Online Access: http://www.if.ufrgs.br/ienci/artigos/Artigo_ID277/v17_n1_a2012.pdf

This article analyzes interactions between preservice teachers, teachers from high-school and from university, in a formation space for Science teaching, focusing onthe problematization of interdisciplinary approaches of experienced situations in the light of scientific knowledge. In the perspective to reflect about the implementation of changes in the school curriculum in the modality of Situation of Study, modules of triadic interaction were planned and developed between the three groups of study subjects, with attention to the complexity of the relations between diversified knowledge that integrate the processes of school knowledge construction, in the area. Audio recording followed by transcription of the speeches allowed the construction and analysis of results which referred to contributions from the interactions in the reconstruction of the school curriculum. Degrees of asymmetry mark the interlocution of the subjects, contributing for a teacher education enhanced of reflections and thematizations about formative aspects, such as: the concretization of curricular changes, the constitution of the be a teacher, the difficulties and insecurities associated to the teaching practice, the disciplinarity and interdisciplinarity in the teaching, the vision of the curriculum as collective production.