O trabalho analisa cursos de formação de professores de FÃsica
em serviço, implementados no Rio Grande do Sul através do Programa
Prociências/CAPES, edital de 2001. Tendo como referências
a literatura sobre a temática da formação, construiu-se um
instrumento denominado espectro de práticas formativas, que sintetiza
elementos que compõem distintas concepções e práticas que
estruturam a formação continuada de professores. Elementos
constituintes dos projetos qualificados e obtidos da análise dos
documentos aprovados para a obtenção de financiamento foram
cotejados com os desse instrumento. Resultados preliminares indicam
que há duas tendências nas práticas formativas: de um lado,
formadores relativamente isolados de resultados recentes de pesquisa
em Educação em Ciências (EC) que tendem a preencher lacunas de formação dos professores e, de outro, formadores em relativa
sintonia com resultados recentes de pesquisa em EC, diferindo-
se assim da primeira tendência, uma vez que as práticas
formativas não têm como foco central apenas o preenchimento de
lacunas da formação inicial dos professores.
This work analyzes in-service Physics education programs
restricted to the documents submitted to obtain financial support
from MEC/CAPES, within the 2001 Prociências and that were
later carried out in Rio Grande do Sul. The analysis is performed
by an instrument called formative practices spectrum, that we
developed encompassing elements of different conceptions and
practices of in-service Physics Education. Preliminary results
show that the degree of connection between the projects with
research in Science Education (SE) is an element that determines
its location on the formative practices spectrum in such a manner
that any proposition evolving SE does not aim exclusively filling
gaps of undergraduate formation. In the present work it was
analyzed the qualified projects in respect of their constitutive
elements which characterize the in-service teacher programs. It
was investigated whether such elements (e.g. use of recent results
in Science Education SE , planning, collective work, among
others) were articulated with the actual teaching practice, and, in
the affirmative case, how. Preliminary results show that there are
two tendencies in formative practices. When the formative experts
are relatively isolated from recent results in SE, they tend to fill the
gaps they find in teachers basic formation. In the case that the
formative experts are relatively in touch with recent results in SE,
it is verified a small change from the previous tendency, because it
is perceived the existence of other constitutive elements within
teaching practice.
