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Multiple contexts of teachers learning in the curricular reform of São Paulo: contributions to the science teachers' professional development

Grant number: 19/16102-3
Support type:Regular Research Grants
Duration: November 01, 2019 - October 31, 2021
Field of knowledge:Humanities - Education
Principal Investigator:Daniela Lopes Scarpa
Grantee:Daniela Lopes Scarpa
Home Institution: Instituto de Biociências (IB). Universidade de São Paulo (USP). São Paulo , SP, Brazil
Assoc. researchers: Danusa Munford ; Maíra Batistoni e Silva ; Silvia Luzia Frateschi Trivelato

Abstract

We are in a unique moment of Brazilian education, where discussions are taking place, as well as processes of elaboration and implementation of curriculum policies, besides initiatives of teachers' professional development. So, we have the opportunity to participate and investigate these dimensions, contributing to establish dialogues between the theoretical perspective, originated from the academic field, and the perspective of school practice, coming from educational systems and establishments. Considering: (i) the current context of the curricular discussions and the possible tensions and transformations between the different dimensions (prescribed, planned, interpreted and in action) present in the curriculum of the São Paulo city; (ii) the fact that the science curriculum of the São Paulo city is in dialogue with the concepts of Scientific Literacy and Inquiry-Based Science Education (IBSE), central to the area of research in science education, and (iii) the challenges and difficulties of teachers in dealing with these perspectives and the importance of teacher professional development processes, this research project proposes to analyze different contexts of teacher professional development present in the curricular reform of the São Paulo Municipal Department of Education (SPMDE) related to the Scientific Literacy and IBSE, seeking the knowledge, the tensions and transformations between the different curriculum dimensions. The methodological perspective of micro ethnography will be used to inspect at classroom interactions and teachers' professional development encounters. Consequently, it will be possible to spotlight the complex processes of teachers professional development that are taking place in the SPMDE, allowing, in dialogue with science education theoretical references, to understand the knowledge that teachers' instructors and teachers construct in the different contexts of professional development and in the acting in which IBSE is present. With this theoretical and methodological perspective, we intend to understand the transformations occurring in the different dimensions of the curriculum, recognizing the actions (objectives, strategies, reflections) involved in the different contexts of science teachers professional development in the SPMDE that provide relevant experiences on learning about Scientific Literacy and IBSE. Finally, it is expected that it will be possible to systematize elements, characteristics, and principles present in the different training contexts that can contribute to the elaboration of proposals for science teachers' professional development in different scopes. (AU)