TITLE:
An Experience of Instruction University Teachers in the Paradigms of Science
AUTHORS:
Francisca Maria Sousa, Marilda Aparecida Behens, Patrícia Lupion Torres, Raquel Pasternak Glitz Kowalski
KEYWORDS:
Teacher Instruction, Pedagogical Practice, Paradigm of Complexity
JOURNAL NAME:
Creative Education,
Vol.8 No.8,
July
24,
2017
ABSTRACT: Teacher instruction promotes debates on the paradigms that underpin the pedagogical
practices of university teachers. This article presents part of a research
whose general objective was to analyze the constructs and knowledge necessary
for teacher instruction to subsidize teaching in the view of paradigm of complexity.
We chose to investigate the problem: how to contribute to the change of the
pedagogical practice of university teachers, experiencing research activities on the
constructs and knowledge that welcome the paradigm of complexity in innovative
teaching action. With this vision, action research was developed through a qualitative
approach, which included nine doctoral students/participants, from the
Educational Paradigms and Pedagogical Instruction group (PEFOP), from the
Theory and Pedagogical Practice in Teacher Instruction series, from the Stricto
Sensu Post Graduation in Education of a large university in the state of Paraná.
The theorists who supported the study were: Morin (2001), Moraes (2012), Behrens
(2007, 2011, 2014), Garcia (1999), Zabala (2002), Torres et al. (2012),
among others. In face-to-face meetings, theoretical and practical reflections on the
pertinence of innovative methodologies were provided from the perspective of the
complexity paradigm, the construction of abstracts on the subject, the construction
of conceptual maps, and the portfolio as an evaluation and sharing tool of the
group’s activities. As a result, the participants elaborated articles as a means of
producing knowledge among the peers explaining and defending why they chose
to teach in a vision of complexity as the advancement of their profession. By constructing
the knowledge, we find in research the vision of totality with a view to
involving the student as a subject in the construction of his own knowledge, making
him autonomous, critical and reflective and provoking him to seek the transformation
of society and global reality. These constructs instigated teachers to rethink
their pedagogical practice.