Continuing Education From The Perspective of a Collaborative Group: Emerging Understandings In The Discourse Of Biology Teachers

Abstract

The contribution of collaboration, in its various possibilities, has been pointed out as a determining factor for the continuing education of teachers, as it overcomes individualism, enabling collective reflections on problematic situations and promoting the professional development of teachers. This article proposes to theorize the emerging understandings of teachers' discourse on continuing education, through the proposition of a Collaborative Group. The research typology was characterized by being field research, in which we used questionnaires to collect research information. The information was analyzed according to discursive textual analysis. The new understanding of the studied phenomenon, made possible by the analytical process, revealed an understanding of continuing education as a technical rationality, however, with the development of the group, most teachers reconstructed their speeches. Such reconstructions emerged in the collective reflections that were established in the group, with the exchange of experiences, experiences, among other aspects. We understand that collaborative practices aimed at studies and discussions of specific topics in Biology in teacher training constitute an essential tool for the professional development of teachers and, as a consequence, for desired changes in teaching.