The research scenario on the training of science teachers in the progression perspective

Abstract

The present work is a study of the state of the art in researches that deal with Teacher Training (TT) under the Progressive Perspectives approach. The research was carried out in Brazilian journals and minutes of scientific events with qualis B1, A2 and A1, in the period of 2007 to 2016. The research is qualitative and the methodology of analysis was anchored in the Discursive Textual Analysis (DTA). From the analysis emerged 527 units of meaning, 8 initial categories, 5 intermediate categories and 3 final categories, entitled: 1) The insertion of progressive approaches in Teacher Training as a tool to build a learning community. 2) The rethinking of some curricular productions in science education: the potentialities of teacher education and 3) The university-school approach: the teacher as a researcher-progressist seeking theoretical elements of his pedagogical practice. The writing of the metatexts was anchored in progressive and theoretical references critical of the Frankfurt school. By DTA, one can understand the importance of the insertion of the progressive perspectives in the TT, in the search for potential reflections of a political and social dimension, envisaging a training that contemplates the critical intellectual model transformer, enabling the teacher to analyze and restructure their pedagogical actions under a bias transformation and social emancipation.