Engajamento docente na formação continuada de professores de ciências e biologia da Gerência Regional de Educação Metropolitana Sul - PE

Abstract

Continuing education is a complex field of discussion that involves overcoming challenges to engage teachers in their practices. Although little explored in Brazilian literature, teacher engagement is considered a parameter for evaluating the success of educational practices according to international literature. The research field took place within the Regional Management of South Metropolitan Education of the State Education Network of Pernambuco, involving Science and Biology teachers who started to experience a model of continuing education with the use of active methodologies in the 2018-2019 biennium. After the period of experiences, the following research question arose: What is the possible influence of a model of continuing education, using active methodologies on the engagement of Science and Biology teachers of the South Metropolitan GRE? Based on the question, we developed the following general objective: To understand the influence of a model of continuing education using active methodologies on the engagement of Science and Biology teachers of the South Metropolitan GRE-PE. In line with this quest, we defined the following specific objectives: To identify the evidence of teacher engagement present in the model of continuing education; To measure the dimensions and levels of teacher engagement present in the training process; To analyze teachers' perception of the model of continuing education using active methodologies and their engagement in the training process. The research is configured within a qualitative-quantitative exploratory and descriptive approach. The following instruments were used to construct the data: documentary research, a scale for measuring teacher engagement in continuing education, and interviews in the form of the Hermeneutic Dialectical Circle (CHD). The data were treated by Interactive Dialectical Hermeneutical Analysis (AHDI) with data triangulation. Throughout the investigation, the research led us to propose an instrument with its own indicators to measure the levels of teacher engagement in continuing education. The interviews carried out through the CHD technique proved to be of extreme relevance to qualitatively validate the quantitative results generated by the scale. Through the results, we identified that the main motivating elements that promoted teacher engagement were: the training topics selected from the teachers' training needs, the link between the training and scientific events of the university, the role of the trainer as a mediator, and the collaborative methodology of the training. All of them favored the cognitive, emotional, and social engagement of teachers in different perspectives of their indicators. Thus, the research evidenced that the continuing education process broke with the traditional model of positivist bias and influenced teachers' engagement with their training process.